LGBTQA+ History Resource Guide
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Summer Reading by Grade/Title Fifth and Sixth Grades 2018 Summer
Summer Reading By Grade/Title Fifth and Sixth Grades 2018 Summer Reading Requirements Choose 2 The Evolution of Calpurnia Tate Jacqueline Kelly 830L Fish in a Tree Lynda Mullaly Hunt 550L Inside Out and Back Again Thanhha Lai 800L Out of My Mind Sharon Draper 700L My Side of the Mountain Jean Craighead George 810L Auggie & Me: Three Wonder Stories RJ Palacio 680L (Wonder is suggested before reading this book) The Phantom Tollbooth Norton Juster 1000L Pax Sara Pennypacker 760L Sticks & Stones Abby Cooper 750L Rules Cynthia Lord 670L Ms. Bixby’s Last Day John David Anderson 800L Nine, Ten: A September 11 Story Nora Raleigh Baskin 730L Tuck Everlasting Natalie Babbitt 770L Where the Red Fern Grows Wilson Rawls 700L Seventh Grade: Required reading: Flying Lessons and Other Short Stories edited by Ellen Oh Book of choice list: Classics that Mrs. McDaniel loves: 1. Walk Two Moons by Sharon Creech 2. The Westing Game by Ellen Raskin 3. A Wrinkle in Time by Madeleine L’Engle 4. Roll of Thunder Hear My Cry by Mildred D. Taylor 5. Hatchet by Gary Paulson 6. The Watsons go to Birmingham by Christopher Paul Curtis Modern YA books: 7. Holes by Lois Sachar 8. The Wednesday Wars by Gary D. Schmidt 9. Hoot by Carl Hiaasen 10. Code Talker by Joseph Bruchac 11. A Monster Calls by Patrick Ness Eighth Grade: Required reading: Brown Girl Dreaming by Jaqueline Woodson Book of choice list: Classics that Mrs. McDaniel loves: 1. Anne of Green Gables by L.M. Montgomery 2. The Hobbit by J.R.R. -
Maryland LGBTQ Historic Context Study Has Roots in an Earlier Project
Maryland LGBTQ Historic Context Study By Susan Ferentinos, PhD With Benjamin Egerman For Preservation Maryland and Maryland Historical Trust September 30, 2020 Table of Contents CHAPTER ONE: INTRODUCTION ............................................................................................................................. 2 PARAMETERS OF THIS STUDY ........................................................................................................................................... 4 METHODOLOGY ............................................................................................................................................................. 6 CHAPTER TWO: ISSUES TO BE AWARE OF WHEN APPROACHING LGBTQ HISTORIC PRESERVATION..................... 11 CHANGING LANGUAGE AND DEFINITIONS ......................................................................................................................... 13 LACK OF EVIDENCE ....................................................................................................................................................... 16 LACK OF INTEGRITY (OR EVEN SITES) ................................................................................................................................ 19 PRESERVATION OPTIONS BEYOND DESIGNATION ................................................................................................................ 23 PRESERVING SITES OF DIFFICULT HISTORY ........................................................................................................................ -
University LGBT Centers and the Professional Roles Attached to Such Spaces Are Roughly
INTRODUCTION University LGBT Centers and the professional roles attached to such spaces are roughly 45-years old. Cultural and political evolution has been tremendous in that time and yet researchers have yielded a relatively small field of literature focusing on university LGBT centers. As a scholar-activist practitioner struggling daily to engage in a critically conscious life and professional role, I launched an interrogation of the foundational theorizing of university LGBT centers. In this article, I critically examine the discursive framing, theorization, and practice of LGBT campus centers as represented in the only three texts specifically written about center development and practice. These three texts are considered by center directors/coordinators, per my conversations with colleagues and search of the literature, to be the canon in terms of how centers have been conceptualized and implemented. The purpose of this work was three-fold. Through a queer feminist lens focused through interlocking systems of oppression and the use of critical discourse analysis (CDA) 1, I first examined the methodological frameworks through which the canonical literature on centers has been produced. The second purpose was to identify if and/or how identity and multicultural frameworks reaffirmed whiteness as a norm for LGBT center directors. Finally, I critically discussed and raised questions as to how to interrupt and resist heteronormativity and homonormativity in the theoretical framing of center purpose and practice. Hired to develop and direct the University of Washington’s first lesbian, gay, bisexual, and transgender (LGBT2) campus center in 2004, I had the rare opportunity to set and implement with the collaboration of queerly minded students, faculty, and staff, a critically theorized and reflexive space. -
Harsh Realities: the Experiences of Transgender Youth in Our Nation’S Schools
Harsh Realities The Experiences of Transgender Youth in Our Nation’s Schools A Report from the Gay, Lesbian and Straight Education Network www.glsen.org Harsh Realities The Experiences of Transgender Youth in Our Nation’s Schools by Emily A. Greytak, M.S.Ed. Joseph G. Kosciw, Ph.D. Elizabeth M. Diaz National Headquarters 90 Broad Street, 2nd floor New York, NY 10004 Ph: 212-727-0135 Fax: 212-727-0254 DC Policy Office 1012 14th Street, NW, Suite 1105 Washington, DC 20005 Ph: 202-347-7780 Fax: 202-347-7781 [email protected] www.glsen.org © 2009 Gay, Lesbian and Straight Education Network ISBN 1-934092-06-4 When referencing this document, we recommend the following citation: Greytak, E. A., Kosciw, J. G., and Diaz, E. M. (2009). Harsh Realities: The Experiences of Transgender Youth in Our Nation’s Schools. New York: GLSEN. The Gay, Lesbian and Straight Education Network is the leading national education organization focused on ensuring safe schools for all lesbian, gay, bisexual and transgender students. Established nationally in 1995, GLSEN envisions a world in which every child learns to respect and accept all people, regardless of sexual orientation or gender identity/expression. Cover photography: Kevin Dooley under Creative Commons license www.flickr.com/photos/pagedooley/2418019609/ Inside photography: Ilene Perlman Inside photographs are of past and present members of GLSEN’s National Student Leadership Team. The Team is comprised of a diverse group students across the United States; students in the photographs may or may not identify as transgender. Graphic design: Adam Fredericks Electronic versions of this report and all other GLSEN research reports are available at www.glsen. -
Homophobia and Transphobia Illumination Project Curriculum
Homophobia and Transphobia Illumination Project Curriculum Andrew S. Forshee, Ph.D., Early Education & Family Studies Portland Community College Portland, Oregon INTRODUCTION Homophobia and transphobia are complicated topics that touch on core identity issues. Most people tend to conflate sexual orientation with gender identity, thus confusing two social distinctions. Understanding the differences between these concepts provides an opportunity to build personal knowledge, enhance skills in allyship, and effect positive social change. GROUND RULES (1015 minutes) Materials: chart paper, markers, tape. Due to the nature of the topic area, it is essential to develop ground rules for each student to follow. Ask students to offer some rules for participation in the postperformance workshop (i.e., what would help them participate to their fullest). Attempt to obtain a group consensus before adopting them as the official “social contract” of the group. Useful guidelines include the following (Bonner Curriculum, 2009; Hardiman, Jackson, & Griffin, 2007): Respect each viewpoint, opinion, and experience. Use “I” statements – avoid speaking in generalities. The conversations in the class are confidential (do not share information outside of class). Set own boundaries for sharing. Share air time. Listen respectfully. No blaming or scapegoating. Focus on own learning. Reference to PCC Student Rights and Responsibilities: http://www.pcc.edu/about/policy/studentrights/studentrights.pdf DEFINING THE CONCEPTS (see Appendix A for specific exercise) An active “toolkit” of terminology helps support the ongoing dialogue, questioning, and understanding about issues of homophobia and transphobia. Clear definitions also provide a context and platform for discussion. Homophobia: a psychological term originally developed by Weinberg (1973) to define an irrational hatred, anxiety, and or fear of homosexuality. -
A Photo Essay of Transgender Community in the United States
Sexuality Research & Social Policy Journal of NSRC http://nsrc.sfsu.edu December 2007 Vol. 4, No. 4 Momentum: A Photo Essay of the Transgender Community in the United States Over 30 Years, 1978–2007 Mariette Pathy Allen As a photographer, writer, advocate, and ally of the Figure 1. Vicky West (in center of photograph) at the transgender community, I have presented slide shows at hotel swimming pool, New Orleans, Louisiana, 1978. a variety of conferences during the past 30 years. I have varied the slide shows according to the audience and, to challenge myself, asked various questions about my art. What fresh visual connections can I make? How do my newest images relate to earlier series? Shall I focus on indi- vidual heroes and heroines—community leaders—or on dramatic historical events that galvanized people to rethink their lives and demand policy changes? Is it appro- priate to show body images and surgery? Should I focus on youth and relationships? What about speaking of my life as an artist and how it connects to the transgender community? Long before I knowingly met a transgender person, I pondered such questions as, Why are certain character traits assigned to men or to women? and Are these traits in different directions except for one person, Vicky West, immutable or culturally defined? My cultural anthropol- who focused straight back at me. As I peered through the ogy studies offered some theories, but it was not until camera lens, I had the feeling that I was looking at nei- 1978, when I visited New Orleans for Mardi Gras, that I ther a man nor a woman but at the essence of a human came face to face with the opportunity to explore gender being; right then, I decided that I must have this person identity issues through personal experience. -
Trans Inclusivity 101
TRANS INCLUSIVITY 101 By Kalliope R. Dalto Trans women are women. Trans men are men. Nonbinary people are nonbinary. “Trans” is inclusive of all ways of experiencing gender that varies from the gender one was assigned at birth ● Binary: trans men and trans women ● Nonbinary, including: genderfluid, agender, genderqueer, bigender, androgynous - and more! ● Transmasculine and transfeminine: indicates directionality, alignment with a gendered presentation but not necessarily a gender identity. ● People who never experience ● People are assigned a gender incongruity with the gender at birth based on perceived sex assigned at birth are characteristics. cisgender, or cis. ● People who are assigned ● Cis is an important word female at birth (AFAB) may because it reframes the way grow up to realize they are men, we talk about trans folks as or nonbinary. ‘other’ – rather than ‘trans’ and ‘normal.’ ● People who are assigned male at birth (AMAB) may grow up to ● Simply two different ways of realize they are women, or experiencing your body and nonbinary. your gender in the world. Nonbinary Genders ● Some people aren’t men or women ● There isn’t one right way to be nonbinary – some nonbinary people need medical transition, some don’t. Some change their names or pronouns, some don’t. ● Nonbinary people can have relationships to maleness or femaleness and do not necessarily aspire to androgyny ● They/them/theirs is a common pronoun used by nonbinary people, but it is not ‘the nonbinary pronoun.’ Some nonbinary people use she/her or he/him, and some use neopronouns like ze/zer or ze/hir or ey/em/eirs. -
OUT of the PAST Teachers’Guide
OUT OF THE PAST Teachers’Guide A publication of GLSEN, the Gay, Lesbian and Straight Education Network Page 1 Out of the Past Teachers’ Guide Table of Contents Why LGBT History? 2 Goals and Objectives 3 Why Out of the Past? 3 Using Out of the Past 4 Historical Segments of Out of the Past: Michael Wigglesworth 7 Sarah Orne Jewett 10 Henry Gerber 12 Bayard Rustin 15 Barbara Gittings 18 Kelli Peterson 21 OTP Glossary 24 Bibliography 25 Out of the Past Honors and Awards 26 ©1999 GLSEN Page 2 Out of the Past Teachers’ Guide Why LGBT History? It is commonly thought that Lesbian, Gay, Bisexual, and Transgendered (LGBT) history is only for LGBT people. This is a false assumption. In out current age of a continually expanding communication network, a given individual will inevitably e interacting with thousands of people, many of them of other nationalities, of other races, and many of them LGBT. Thus, it is crucial for all people to understand the past and possible contributions of all others. There is no room in our society for bigotry, for prejudiced views, or for the simple omission of any group from public knowledge. In acknowledging LGBT history, one teaches respect for all people, regardless of race, gender, nationality, or sexual orientation. By recognizing the accomplishments of LGBT people in our common history, we are also recognizing that LGBT history affects all of us. The people presented here are not amazing because they are LGBT, but because they accomplished great feats of intellect and action. These accomplishments are amplified when we consider the amount of energy these people were required to expend fighting for recognition in a society which refused to accept their contributions because of their sexuality, or fighting their own fear and self-condemnation, as in the case of Michael Wigglesworth and countless others. -
LFL MAG Medweb.Pdf
ENDING AIDS NOW * ART AS ACTIVISM * GLOBAL HEROES LEARNLEARN FIGHT LOVE FIGHT LOVE UNLEASHING THE POWER OF Peter Staley PHOTO: © William Lucas Walker PHOTO: HOW TO SURVIVE A PLAGUE Acts Up HTSAPxm_poster_ACADEMY_Jan_2013_v1 1/16/13 3:23 PM Page 1 PHOTO: © Karine Laval © Karine PHOTO: discipline removed from the real world A LETTER FROM of ordinary people. It took up to a dozen years for a new drug to be tested and THE FILMMAKER released. Even after the onset of the AIDS epidemic, with its grim prognosis of just How to Survive a Plague bears witness. 18 months, a hermetic sense of academic The film documents what I saw with my sluggishness prevailed. They knocked on own eyes in those first long dark days of doors at the NIH and FDA, then knocked the worst plague in America—it shows them down when their pleas were both the tragedy and the brilliance not answered. leading up to 1996 when effective That’s how the “inside” forces flooded medication finally made it possible to in and demanded a place at the table think of HIV/AIDS as a chronic condition, for patients and their advocates in every like diabetes. I witnessed all this in my role aspect of medicine and science. Their as a journalist, not an activist. Instead of a task was daunting. In order to become bullhorn or placard, I carried a notepad full partners in the research, they had to and pen. There I am in the background of become experts themselves. I watched these frames. You can see brief glimpses Peter, Mark, Garance, David, and the of me nearly hidden in those crowds of others turn to textbooks and teach activists, pressed against the walls of themselves the fundamentals of science— their meetings or counting their heads as quizzing one another on the basics police officers carted them off, trying to of immunology and virology, cellular stay out of their way. -
LGBT History
LGBT History Just like any other marginalized group that has had to fight for acceptance and equal rights, the LGBT community has a history of events that have impacted the community. This is a collection of some of the major happenings in the LGBT community during the 20th century through today. It is broken up into three sections: Pre-Stonewall, Stonewall, and Post-Stonewall. This is because the move toward equality shifted dramatically after the Stonewall Riots. Please note this is not a comprehensive list. Pre-Stonewall 1913 Alfred Redl, head of Austrian Intelligence, committed suicide after being identified as a Russian double agent and a homosexual. His widely-published arrest gave birth to the notion that homosexuals are security risks. 1919 Magnus Hirschfeld founded the Institute for Sexology in Berlin. One of the primary focuses of this institute was civil rights for women and gay people. 1933 On January 30, Adolf Hitler banned the gay press in Germany. In that same year, Magnus Herschfeld’s Institute for Sexology was raided and over 12,000 books, periodicals, works of art and other materials were burned. Many of these items were completely irreplaceable. 1934 Gay people were beginning to be rounded up from German-occupied countries and sent to concentration camps. Just as Jews were made to wear the Star of David on the prison uniforms, gay people were required to wear a pink triangle. WWII Becomes a time of “great awakening” for queer people in the United States. The homosocial environments created by the military and number of women working outside the home provide greater opportunity for people to explore their sexuality. -
TRUE/FALSE FILM FEST 2020 FEATURE FILMS 45365 | Dir. Bill & Turner Ross; 2009; 94 Min (United States) Prod. Bil & Turner
TRUE/FALSE FILM FEST 2020 FEATURE FILMS 45365 | Dir. Bill & Turner Ross; 2009; 94 min (United States) Prod. Bil & Turner Ross It’s 69 degrees and sunny at the Shelby County Fair. Long-haul trucks whiz by, a solo trumpeter takes the stage, and downtown Sidney’s tree-lined main street disappears into the rearview mirror in a stunning opening sequence. Dazzling and earnest, this debut film by Bill and Turner Ross uses the sounds of public radio, marching bands, and police scanners to cleverly collapse time and space, taking us from the weekend weather to a live interview with the 4-H queen first runner-up. Here, in the heart of the Ohio valley, spotted horses prance in their stables, teenage boys race in junk derbies and local politicians canvass door-to-door for their reelections. Filmed over the course of nine months, the camera moves deftly between flirting, freak shows, and football, reminding us that the everyday is extraordinary and “it’s always fun to watch little kids run around with their hogs.” (JA) Aswang | Dir. Alyx Ayn Arumpac; 2019; 85 min (Philippines) Prod. Armi Rae Cacanindin Blood stains the sidewalks as President Duerte undertakes what he calls the “neutralization of illegal drug personalities,” but what citizens of Manilla have come to know as nothing less than a killing spree. In her feature-length debut, Director Alyx Arympac sensitively approaches the trauma that has befallen her subjects: a journalist who fights the government’s lawlessness; a restrained coroner; a brave missionary’s brother who tries to comfort the bereaved families of the dead; and Jomari, who lives on the streets after his parents were jailed. -
True Colors Resource Guide
bois M gender-neutral M t t F F INTERSEXALLY Lesbian butch INTERSEXALLY Lesbian polyamorousBirls queer Femme queer bisexual GAY GrrlsAsexual bisexual GAY bi-curious bi-curious QUEstioningtransgender bi-confident pansexualtranssexual QUEstioningtransgender bois bois gender-neutral M gender-neutralLOVEM gender-neutral t t F F INTERSEXALLY Lesbian butch INTERSEXALLY Lesbian butch Birls polyamorousBirls polyamorousBirls queer Femme queer Femme Asexual bisexual GAY GrrlsAsexual bisexual GAY GrrlsAsexual bi-curious bi-curious transsexual QUEstioningtransgender bi-confident pansexualtranssexual QUEstioningtransgender bi-confident pansexualtranssexual bois M gender-neutral gender-neutral M t t F F ALLY Lesbian INTERSEX butch INTERSEXALLY Birls polyamorousBirls queer Femme queer bisexual Asexual GAY GrrlsAsexual bisexual bi-curious bi-curious transsexual QUEstioningtransgender bi-confident pansexualtranssexual QUEstioningtransgender bois bois LOVE gender-neutral M gender-neutral t F INTERSEXALLY Lesbian butch INTERSEXALLY Lesbian butch polyamorousBirls polyamorousBirls queer Femme queer Femme bisexual GAY GrrlsAsexual bisexual GAY GrrlsAsexual bi-curious bi-curious QUEstioningtransgender bi-confident pansexualtranssexual QUEstioningtransgender bi-confident pansexualtranssexual bois bois M gender-neutral M gender-neutral t t F F INTERSEXALLY Lesbian butch INTERSEXALLY Lesbian butch polyamorousBirls polyamorousBirls queer Femme queer Femme bisexual GAY GrrlsAsexual bisexual GAY GrrlsAsexual bi-curious bi-curious QUEstioningtransgender bi-confident