ARGUMENT of "Inside the Classroom Walls" from Vaccaro, August, & Kennedy's Safe Spaces

Image link: http://www.safeschoolscoalition.org/RG-coming_out.html

           In the chapter “Inside the Classroom Walls” from Safe Spaces, authors Annemarie Vaccaro, Gerri August, and Megan S. Kennedy argue that it is our responsibility as educators to make a conscious effort to make our classrooms a safe and inclusive environment for LGBT students (or students from LGBT families).  In a time when LGBT bullying is rampant—all too often with heartbreaking consequences—it’s not good enough for teachers or schools to keep a neutral stance.  The authors make the point that “LGBT students need advocacy and protection, not neutrality.” (p. 84)  This reminded me of Johnson’s article, where he says that those of us in a position of privilege (or power) need to be a part of the solution instead of expecting those without it to change things themselves.  “If they could do that, there wouldn’t be a problem in the first place.” (Johnson p. 10)

            This begins with including positive LGBT topics in our classroom curriculum.  The absence of it contributes to these students’ feeling that they (or their families) are somehow outcasts or something other than “normal.”  Mainstream students pick up on this as well—if they are not exposed to it, it leads them to the conclusion that it must me abnormal.  Seeing themselves represented in the curriculum gives LGBT students the feeling of validation that they or their families are just another kind—that they exist and that’s okay.  “LGBT students need to see themselves in the world of ideas and experiences offered up by their teachers if they are to become academically and socially connected to the classroom.” (p. 90)  But it also has a positive effect on the mainstream students, because the more they see the topic represented, the more understanding they are likely to gain.  “The idea is that tolerance will grow as students gain appreciation for difference.”  (p. 85)  This way, our classrooms become “’mirrors and windows’ for all students—mirrors in which youth see themselves in the curriculum and recognize their place in the group; windows through which youth see beyond themselves to experiences connected with, but not identical to, their own.” (p. 88)

Image: http://fenwayfocus.org/2012/10/spiritday2012/

            Additionally, we as teachers have to be comfortable talking about the subject.  This doesn’t mean discussions of any explicit nature, but rather it means no deliberately steering conversations and discussions carefully around the subject.  It means hearing and acknowledging derogatory remarks and using them as teachable moments, as Patrick did in the reading.  The authors state: “When the words ‘gay,’ ‘lesbian,’ ‘bisexual,’ and ‘transgender’ are heard positively in the course of classroom discussion, the stigma associated with them diminishes.”  (p. 99)  As Johnson tells us, we have to talk if we can expect anything to change—and we have to use the words.  Doing so removes the power they have as “bad” or “dirty” words that can be used for hate.

            While browsing for pictures for this week’s blog, I came across this poster created by GLSEN.org (available for download from their site).  GLSEN (Gay, Lesbian & Straight Education Network) believe very strongly in the argument presented in this week’s reading, and have been working for over 20 years “to ensure that LGBT students are able to learn and grow in a school environment free from bullying and harassment.”  You can find lesson plans and guides for LGBT inclusive curriculum, as well as a wealth of other helpful information.  I bookmarked this sign so that I will have it when I have my own classroom.  I can’t, as the authors note, “legislate friendships or alliances; [and I] cannot single-handedly change minds or hearts.”  But I can make sure that my classroom is a safe place for all students, not just LGBT.  And though it is wonderful to hear stories of LGBT youth who have support at home or from peers and friends, it’s important to remember that there are even more who don’t.  Posting this would let students in addition to my own know that my classroom is a safe place, and I am someone they can talk to.

Talking Point:  Did any of you participate in Rachel's Challenge while you were in high school?  I've only just learned about it, but it seems like an amazing program that works to tackle bullying in schools by creating a culture of compassion.  If you did, what were your experiences with it?