This article introduces a conceptual framework for thinking about the development of antihomophobia education in teacher education and schooling contexts. We bring the safe, positive, and queering moments framework to bear on three distinct anti-homophobia education practices: coming out stories, homophobic name-calling analysis, and Pride Week activities. Our analysis of these education practices through the lens of our conceptual framework illuminates its usefulness for thinking through both the intent and impact of anti-homophobia education within classrooms. Importantly, our analysis also reveals that within a classroom of students who are taking up antihomophobia education in different ways any one moment can be all three-safe, positive, and queering. We advocate an approach to anti-homophobia education that seeks change through the creation of all three moments, and that locates anti-homophobia strategies on points in a constellation of "safe moments", "positive moments", and "queering moments".
A statement of purpose for organizing on-site English-as-a-Second-Language (ESL) workplaces in London, Ontario (Canada):It was clear to us, and verified by meeting with students that many have never attended ESL classes and that their level of proficiency in English does not meet basic survival needs although they have been in Canada for several years... Inability to converse in English is often compounded by illiteracy. There are thousands of immigrant workers who are hampered in their work, community participation and personal lives because of this deficiency... The daily frustration of working with inadequate communication skills must be tremendous. (Richer 1982: 73)
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