As the semester is coming to a close, I have realized how little support I've seen for LGBT students in my placement. I have also never seen the integration of any texts that explore LGBT issues. Why is this? Are teachers afraid to integrate these texts into their classrooms for fear of reprisal?
As educators, we should be fostering an environment where students feel safe and welcome. How can we do this if we refuse to acknowledge LGBT issues when we have LGBT students? Simply including books in our classrooms that explore gay-straight themes can help foster an environment where all students feel welcome. In the article "Open Eyes and Change Lives: Narrative Resources Addressing Gay-Straight Themes," Alex Sanchez explains the importance of including these texts: "Gay boys and girls, like any others, need positive images and affirming stories to help guide them through the often painful and confusing terrain of childhood and adolescence, to glimpse a world in which they're not bad or shameful but in which they're part of the good world. Books can provide a moral compass, a system of values, a way to understand feelings." (Sanchez 47) In order for me to become an ally I need to include these types of books in my classroom. It could be as simple as including these books in my classroom library or giving students the option to read these novels during literature circles or independently. It is important for our students to know that they are welcome in our classroom, regardless of race, ethnicity, gender, and sexual orientation.
In order to foster a safe and trusting environment, we also need to stop ignoring or looking the other way when we see students being disrespected or bullied. Unfortunately, I have seen teachers choose to ignore and address the use of homophobic remarks. The saying That's so gay is so prevalent in our classes that many teachers have become immune to this saying which results in their lack of acknowledgement. "What are we teaching students when we downplay or ignore acts of hate and prejudice?" (Mason) At the beginning of each school year, it is important for teachers to establish the "Respect" rule. This also means, however, that teachers should refer to this rule throughout the year when someone breaks it. Being consistent and explicitly telling students what is inappropriate will help curb any negative remarks made by students. It is also important to remember that we should NEVER ignore any remarks and, more importantly, we should never make those remarks ourselves.
To become an ally, I need to critically review my own language. Is it inclusive or exclusive to LGBT students? An unintentional misuse of a pronoun could cause a student to mistrust me. In Michael Weinberg's article entitled "LGBT -- Inclusive Language," he explains the need for teachers to use careful thought when using language: "[it] can not only help promote self-acceptance in LGBT students; it can also model respect and fairness for others." (Weinberg) Here are some things we should be careful about: don't assume all students are heterosexual, don't assume a student's gender identity and biological sex are the same, and be careful about unintentional heterosexism.
It is simple to become an LGBT ally. Simply fostering a classroom environment that includes all students and is a safe, trusting place is an easy way to begin. Also, as English teachers, we should include a wide variety of texts in our curriculum and that includes texts that explore gay-straight issues. When I have my own classroom, I will have either an equality sign or a safe zone sign so students know that I am an ally and know that my classroom is a safe place free from bullying and abuse. I will also include texts that explore LGBT issues, address negative, homophobic comments, and commit to reviewing my own language to make it more inclusive. I hope that this simple commitment will positively affect my classroom environment and, therefore, my students.
