Teaching students to question assumptions about gender and sexuality

Abstract

Every student in our public schools should have opportunities to learn about differences in gender and sexuality, just as they should learn about the world’s differing cultural traditions, religious practices, and political systems. Such knowledge about human differences is, the authors argue, a basic requirement for active citizenship in a diverse, pluralistic, and equitable society. A description of an LGBTQ+ literature course, taught by one of the authors, illustrates what this can look like in practice.

Factors Influencing the Implementation of Differentiated Instruction in English Language Instruction in Rural and Urban Secondary Schools of Johor Bahru

“…Educators assume the part of facilitators while students assume the responsibili-ties for the extension of their insight through exercises in or out of the classroom (Robinson, 2013). The thought of DI itself, as indicated by Blackburn & Pennell (2018) lies on an allowance of expectations. Firstly, the conviction that students differ in numerous components, for example, "abilities, interests, styles, gifts, qualities and shortcomings".…”

“…Besides, every student ought to get fair opportunities for viable learning in a "conscious way". Besides that, the instructions should suit "students' readiness levels, interest and learning profiles" (Tomlinson & Imbeau, 2010;Blackburn & Pennell, 2018). Blackburn further adds that if instructors augments the limit of every student, most students will actually be able to grasp significant ideas adequately.…”

Pedagogy and pleasure: trans and gender transgressive students in an LGBTQ-themed literature class

“…When it came to entries pertaining to the Andrews' book, Mac exchanged with a white, straight, cisgender young man who claimed masculinity fervently in a variety of ways across the semester. For example, early in the term, when we created a gender line to show how gender is not dichotomous (Blackburn and Pennell 2018), he stood firmly at the 'man' end of the line, insisting he shared all of and only those traits we had listed there. In response to Mac's journal, however, he complemented them on the specificity of their entries and wrote, 'I can also appreciate that you're very open minded but also ready to voice your opinion in an instant.…”

Queer Theory/Pedagogy and Social Justice Education

“…This stems from the queer theory method of focusing on identifications (as fluid ways of naming oneself) rather than identities (static categories of naming oneself and others) (Ruffolo, 2007). Engaging students in examining heteronormativity is vital to creating equitable school environments, as it causes students to consider the oppressive structures surrounding them and question how they can challenge these structures (Blackburn & Pennell, 2018). This can be done simply by having students name cisnormative stereotypes and noticing how their physical spaces are heteronormative, which can then cause them to consider how they can queer these spaces and make them more inclusive (Blackburn & Pennell, 2018;Pennell, 2017).…”

“…Engaging students in examining heteronormativity is vital to creating equitable school environments, as it causes students to consider the oppressive structures surrounding them and question how they can challenge these structures (Blackburn & Pennell, 2018). This can be done simply by having students name cisnormative stereotypes and noticing how their physical spaces are heteronormative, which can then cause them to consider how they can queer these spaces and make them more inclusive (Blackburn & Pennell, 2018;Pennell, 2017). This questioning of heteronormativity should thus extend to the school itself as an institution (Meyer, 2007) and to the role of the teacher as implicated in upholding institutional and societal norms (Britzman, 2012).…”