What is the importance of Allyship in education?
How can educators incorporate strategies for Allyship in the engagement of welcoming learning environments?
The Ontario Institute for Studies in Education (OISE) conducted multiple focus groups, interviews and conversations with families with members who identify as 2SLGBTQ+ (Goldstein, 2020; Lau, 2019).
From this qualitative research, families presented four components and takeaways that teachers and educators can promote positive and welcoming learning environments which include:
(Goldstein, 2020; Lau, 2019)
Image 1: "Types of allyship actions" (leanin, n.d.)
Teachers and educators that demonstrate Allyship is impeccable to the creation of welcoming environments, as it shows that they are committed to building a sense belonging of learners within the classroom. Allyship is not an identity, it is a commitment to continued advocacy and engagement within social justice conversations and guidelines. (Goldstein, 2020; Lau, 2019).
The 519 explores how Allyship is when you listen and collaborate with communities who are impacted by oppression. It is expanded how Allyship with the support of the 2SLGBTQ+ community must include Anti-Racism frameworks and approaches. Anti Racism is “beliefs, actions, policies and movements developed to actively identify and eliminate prejudice, stereotyping, and discrimination on the basis of race” (The 519, 2020).
"Allyship without action is an oxymoron. There are many teachers who feel that they accept LGBTQ families and students and call themselves allies, but unless that Allyship is accompanied by sustained action, you can’t really consider yourself one” (Goldstein, 2020; Lau, 2019).
Things that educators can do is to expand their knowledge on issues and supports regarding the 2SLGBTQ+ community through personal and professional development (Goldstein, 2020; Lau, 2019).
Educators can support action by supporting the expansion of 2SLGBTQ+ clubs and Positive Space Committees for curricular development with student, administrator, teacher and parent/guardian representation. Furthermore, advocating for policy and change in areas of development to promote fruition of positive and safer spaces (Goldstein, 2020; Lau, 2019).
Some families explained the experiences of negotiating for accommodating for the inclusion of 2SLGBTQ+ supports and accommodation to school activities. That the accommodations would only be provided if a family that did not fit within the norms of heteronormativity - that families must ask for inclusion rather than it being the standard. There is a need for the normalization and acceptance of the gender and sexual diversity of families – to create this as an expectation within classrooms for all familial backgrounds (Goldstein, 2020; Lau, 2019).
This engagement will create a space that allows for community development to have powerful discussions for the advancement of equity and inclusion initiatives (Goldstein, 2020; Lau, 2019).
The incorporation of 2SLGBTQ+ literacy and lived-in experiences in curriculum promotes the inclusion and education regarding gender and sexual identities. This supports the identity development of students (Goldstein, 2020; Lau, 2019).
To support educators, we have outlined a list of suggestions for 2SLGBTQ+ books and literature that can start this curriculum development. This overview is a great starting point for educators in the brainstorming process of lesson plans (Goldstein, 2020; Lau, 2019).
References:
Goldstein, T. (2020). Our children are your students : LGBTQ families speak out. Gorham, ME: Myers Education Press.
Lau, M. (2019). LGBTQ families speak out: Four ways to make schools safer and more welcoming. OISE. Retrieved August 8, 2022, from https://www.oise.utoronto.ca/oise/News/2019/Four_ways_schools_can_create_safer_and_more_welcoming_environments_for_LGBTQ_families_and_students.html
LGBTQ families speak out. LGBTQ Families Speak Out. (n.d.). Retrieved August 12, 2022, from https://www.lgbtqfamiliesspeakout.ca/
Miller, J. P., Irwin, M., & Nigh, K. (2014). Teaching from the thinking heart : the practice of holistic education (J. P. Miller, M. Irwin, & K. Nigh, Eds.). Charlotte, NC: Information Age Publishing, Inc.
The 519. (2020). Glossary of Terms. The 519. Retrieved August 8, 2022, from https://www.the519.org/education-training/glossary
Image & Video References:
Allyship at work. Lean In. (n.d.). Retrieved August 8, 2022, from https://leanin.org/allyship-at-work
mr_bachinsky. (2022, April 18). Premium vector: Young man face side view portrait of serious student in profile. Freepik. Retrieved August 1, 2022, from https://www.freepik.com/premium-vector/young-african-man-face-side-view-portrait-serious-student-profile_25829779.htm
TEDxTalks. (2019, April 30). A simple way to be an LGBTQ+ ally | Keegan Thoranin | tedxlfhs. YouTube. Retrieved August 1, 2022, from https://www.youtube.com/watch?v=eCXQiAG_6cg&ab_channel=TEDxTalks
UCF. (2021, October 20). How to be an LGBTQ+ ally. YouTube. Retrieved August 1, 2022, from https://www.youtube.com/watch?v=-6fsq6j95po&ab_channel=UniversityofCentralFlorida
Vetrova, N. (n.d.). Beautiful girl with brown eyes, black hair, bun. happy female student.iStock. Retrieved August 1, 2022, from https://www.istockphoto.com/vector/portrait-of-a-charming-woman-in-profile-gm1268682996-372459971?phrase=one+woman+only+side+profile+close+up
Voronovich, M. (n.d.). Portrait of a happy woman in the profile. face of a human.iStock. Retrieved August 8, 2022, from https://www.istockphoto.com/vector/portrait-of-a-happy-hispanic-woman-in-the-profile-face-side-view-gm1308279965-398305516
Voronovich, M. (n.d.). Portrait of a woman with crossed arms. office professions.iStock. Retrieved August 12, 2022, from https://www.istockphoto.com/vector/portrait-of-a-hispanic-woman-with-crossed-arms-gm1285470752-382296310
Voronovich, M. (n.d.). The overs in the profile. young couple. family relationship.iStock. Retrieved August 1, 2022, from https://www.istockphoto.com/vector/happy-african-couple-love-and-dating-family-gm1358421684-432050565?phrase=dysfunctional+family