written and created by KATE REID THE QUEER ACROSS RESOURCE KIT

TABLE OF 3 Welcome to The Queer Across Canada Resource Kit CONTENTS 5 Tip Sheet For Using The Queer Across Canada Resource Kit 6-33 Queer Across Canada Journal Reflection Sheets & Lyrics The Queer Across Canada Resource Kit is dedicated to the students who participated in my doctoral research on the Queer 6 ALTONA, MANITOBA journal reflection sheet Across Canada songs: Angel, Archie, 7 ALTONA, MANITOBA lyrics Buttercup, Daminoes, Gaiman, Jae, Kay Miami, Mom, Prince, Princess, Six, and 8 BOYS WHO WEAR DRESSES; I AM A TOMBOY journal reflection sheet Unicorn (all pseudonyms). All of you are at 9 BOYS WHO WEAR DRESSES; I AM A TOMBOY lyrics the heart of this work. Your contributions to this research, to my thinking, and to my practice as an artist and educator have 10 BROTHER FROM ANOTHER MOTHER; SIBLING WITH A TWIST journal reflection sheet made an indelible impact on me. 11 BROTHER FROM ANOTHER MOTHER lyrics 12 SIBLING WITH A TWIST lyrics It is also dedicated to Daniel (also a pseudonym), the classroom teacher who opened up his classroom to this research 13 COOL ENOUGH TO BE GAY journal reflection sheet and me. Daniel, working with you on this 14 COOL ENOUGH TO BE GAY lyrics research was an incredible gift. 15 MY EX-WIFE IS A AND SHE’S AN UNFIT MOTHER journal reflection sheet Finally, this kit is also dedicated to teacher 16 MY EX-WIFE IS A LESBIAN AND SHE’S AN UNFIT MOTHER lyrics extraordinaire, Valdine Ciwko, who spent many hours with me revising the activities that comprised earlier versions of this 17 NOT ALONE journal reflection sheet kit. A number of other brilliant educators 18 NOT ALONE lyrics also provided feedback to that version of the kit including, Joan Beecroft, Michelle 19 QUEER ACROSS CANADA journal reflection sheet Rosenberg, Shelley Woon, Myriam Dumont, Glen Hansman, James Chamberlain, Susan 20 QUEER ACROSS CANADA lyrics Ruzic, and Wendy Campbell. 21 RADICAL DONOR DAD journal reflection sheet *For Ben and Jessica Engelbrecht* 22 RADICAL DONOR DAD lyrics

NOTE ABOUT THE CD: 23 STRAIGHTER THAN AN ARROW journal reflection sheet There is an error in the tracklisting. The 24 STRAIGHTER THAN AN ARROW lyrics song “Boys Who Wear Dresses” is track #3 and “The Mothers’ Day/Fathers’ Day 25 TALKING TO YOU journal reflection sheet Conundrum” is track #4. 26 TALKING TO YOU lyrics

©2020 Kate Reid. All rights reserved. For 28 THAT’S SO GAY journal reflection sheet more information or to book an in-school 29 THAT’S SO GAY lyrics performance contact [email protected] or visit katereid.net 30 THE MOTHERS’ DAY/FATHERS’ DAY CONUNDRUM journal reflection sheet

Design and layout by 31 THE MOTHERS’ DAY/FATHERS’ DAY CONUNDRUM lyrics Bronwin Parks, Feisty Creative Original illustrations by Amy Reid 32 TUMMY MOMMY journal reflection sheet 33 TUMMY MOMMY lyrics

34 Final Journal Reflection

35 My Identity Box Activity

37 Other Helpful Resources This kit accompanies the album Queer Across Canada, which was released WELCOME in 2013 and is a collection of songs based on interviews I conducted with LGBTQ2S+ families in Canada and the USA from 2009-2012. Along with musicians Mel Watson, Christina Zaenker, Toby Peter, Richard Brown, Adam Popowitz, CR Avery, Malcolm Aiken, and Tim Tweedale, who have contributed Greetings Educator! their musical talents to the album, Queer Across Canada also features a choir Thank you for adding The Queer of children from queer families in Vancouver, BC, and youth from , Across Canada Resource Kit British Columbia’s queer resource centre. Queer Across Canada is available on CD, and can be purchased on my website, katereid.net. Individual Queer to your collection of curricular Across Canada songs can also be purchased on iTunes and Spotify. resources. Using resources like this in your classroom is one The Purpose of this Kit way to work towards a more The purpose of this kit is to use the songs from Queer Across Canada to socially just world that celebrates invite students and educators to reflect on and discuss perspectives and LGBTQ2S+ families and individuals, stories related to gender, sexuality, bodies, and relationships, as well as issues of homophobia, transphobia, cisheteronormativity, and cisgenderism. and critiques normative ideas It is also meant to invite students to discuss their own identities in relation and discourse related to gender to the songs, and to celebrate gender and sexually diverse people, families, and sexuality. In this kit, I use and communities. The songs and the activities in the kit may also encourage students to consider how they might carry this learning forward into their the acronym, LGBTQ2S+, which lives and communities. The songs and activities in this kit can be used in the refers to lesbian, gay, bisexual, following curricular areas: Health and Physical Education, Social Sciences , queer, Two-Spirit. and Humanities, English, and Canadian and World Studies, as well as in any courses related to anti- and equity. With the full understanding that there are many more gender and sexual identities along the rainbow The Research that was Conducted to Develop this Kit The Queer Across Canada Resource Kit evolved over a number of years. Back spectrum, the “+” signifies these when I was conducting interviews for Queer Across Canada, I began working infinite identities. with a number of educators to help me develop the activities for the kit. Then, I realized I wanted to bring the songs into an actual classroom and conduct formal research on how students and their teacher engaged with the songs. So, Queer Across Canada became the focus of my PhD research—a 2 and a half month study in an alternative secondary school classroom in in which 13 students, ages 16-20 years old, and their teacher participated. During the study, the students, classroom teacher, and I listened to a number of the songs from Queer Across Canada together. Then, the students wrote journal reflection responses to each song, and we all participated in sustained, engaged dialogue with one another a wide range of subject matter related to gender and sexuality. I used this research I conducted, and ideas and feedback from the students to produce this final version of The Queer Across Canada Resource Kit.

What is Included in this Kit? 1. A tip sheet with suggestions to consider when engaging with The Queer Across Canada Resource Kit. 2. A set of journal reflection questions to accompany 15 songs from Queer Across Canada. 3. Lyric sheets to accompany the journal reflection sheets. 4. An individual student activity called, “My Identity Box,” which can be done at any point during your students’ engagement with the songs.

| 3 A Queer Folk Song Pedagogy A queer folk song pedagogy creates an effective learning environment The Queer Across Canada Resource because it opens up generative dialogic spaces in classrooms, centers Kit puts forward what I call, “a queer students’ voices and knowledge, and helps LGBTQ2S+ students and students folk song pedagogy.” A queer folk song with LGBTQ2S+ parents/ caregivers feel more welcome and “at home” in pedagogy involves four steps: listen, schools. Here is what some students (pseudonyms) had to say about their reflect, respond, and share. Using this learning experiences with this process: pedagogy in a classroom, the students and their teacher would listen to one song What Students Have to Say About This Process… per session; reflect on that song, respond PRINCESS: I feel I have changed in a way that I now know so much more to that song in writing using the journal about the LGBTQ community than I would have never known or thought questions provided; and share their own about before taking this course. I also learned something about myself. I don’t ideas, perspectives, and experiences really know what category I would fit under but I realize I have never truly felt related to the lyrical content of that song fully like a “female.” Yes, I go by “she/her,” and I would not like to be called in a class discussion. This process can be “he/him,” but I now recognize that I feel better going by “they/them” and still repeated with as many or as few songs “she/her.” It opened my eyes to the fact that I’ve always felt a bit non-binary from Queer Across Canada as possible. It and I have always liked to just be. is best if students and their teacher are not sitting at their desks but rather, that they GAIMAN: Everyone learns differently and listening to a song intended for arrange their chairs in a large circle so that learning is one of the ways people learn. We learn the ABCs through singing… everyone is facing one another while they just saying! A “traditional” way of learning doesn’t work for everyone. discuss their responses to the songs and listen to each other. This is an important MIAMI: With as open as everyone was in our discussions, and how open I part of the process because it facilitates became, I feel like the stories I’ve never told until now have really showed me conversation more easily. how accepting and understanding people are. Before this course, I was very quiet with my stories and the things I’d talk about with people, whether they Some of the songs on Queer Across were my friends or not. Even at the beginning, I felt super safe in this space Canada are appropriate for all grade levels, and shared things I’d never told people before. This has also helped me see while other songs are more suitable for how feminine I am, but not in a bad way. older students. Educators will use their own discretion about which songs they would JAE: It was really refreshing to be able to sit down and talk about LGBT- like to use in their classrooms. related matters without having to worry about outing myself, or inciting a homophobic comment from a random homophobe. It was just nice to be authentic about my identity without worry about backlash or being discriminated against in a classroom. I got to learn a lot of different perspectives on LGBT issues from within and outside of the community, which really opened my eyes and changed my own thought process sometimes. I wish I could feel this level of safety all the time regarding my own identity.

ARCHIE: I think this has helped me a ton in understanding LGBTQ terminology and how to support friends and family who may be LGBTQ. Not only did I I hope the songs and activities learn stuff academically, I also discovered a lot about myself. I used to think in The Queer Across Canada I was bisexual, and that I liked the terms “she/her.” I discovered that I fit the Resource Kit generate interesting “pansexual” description, and I think I might be gender fluid and go by “they/ them.” This has taught me a lot about myself and showed me the way around dialogue, provoke critical thinking, my own identity! inspire creative output, and promote greater acceptance of SIX: Listening to songs gives the student the ability to interpret the message through their own lens, with each song adding more and more to said lens. diversity in your classroom and The amalgamation of all the different ideas and opinions that can come from beyond. Above all, I hope you and one listening of a song is awe-inspiring. Having students listen to a song gives your students enjoy listening to them the opportunity to not only state their own opinion, but also be a part of a dialogue that will further strengthen their knowledge in tandem with and working with these songs! empathy. The amount of open conversation that can follow a song’s message is unreal. This process also gave us a chance to feel around ideas we don’t All my best, know or understand by hearing others’ lived experiences and opinions. We just simply do not hear enough stories of the LGBTQ community. | 4 3. Set guidelines for the circle conversations with your students. Some of the TIP SHEET guidelines I use when I conduct circle conversations are the following: • Students have the choice to speak or not in every conversation. For Using The • Use a “popcorn” style discussion where students can speak whenever Queer Across Canada they feel compelled, rather than raising their hands and waiting for permission from the teacher to speak. Resource Kit • Everyone needs to listen to one another with an open heart and mind. Students bring a lot of knowledge into Remind students that they don’t have to agree with each other, but they classrooms from their lived experiences, must listen to each other’s perspectives and be respectful of everyone’s their friends, online spaces, media, their contributions to the circle. caregivers and families, and people in their • No-one in the circle is allowed to make negative comments about communities on topics related to gender anything another person shares during the circle conversation. and sexuality. The circle conversations • Everyone in the circle agrees, “What happens in the circle, stays in the that unfold when listening to the songs circle.” This means that no one is free to discuss anything someone of Queer Across Canada can be uplifting, else said in the circle in any other context other than in the circle humourous, fun, thought-provoking, and conversations. often times, can change how students • Remind students to “share the air,” and to be careful that they are not and their teachers think about gender and monopolizing the airspace. If one or two students are talking more than sexuality. As well, when perspectives arise others, ask the group if anyone else has anything to add. Sometimes, that not everyone agrees with, emotions calling on individual students for their input is helpful, as long as you can circulate that feel intense, difficult, remind students that they have a choice to speak or not. and unsettling. Conversations about these topics can and do have very personal 4. Make sure the students know that they have access to the school impact on students and teachers. How counselor(s) after class if they need to talk about or further debrief anything you facilitate the circle conversations that comes up during the circle conversations. As well, tell the counselor and respond to students during the circle ahead of time you will be discussing issues relating to identity, gender, conversations will greatly impact their sexuality, bodies, and relationships with your students so that they are aware experiences in the circle, their perceptions that some students might need more support. of your learning environment, and their self-confidence in sharing their stories and 5. If a particular discussion begins to feel “heavy” and “intense,” intervene in perspectives. the conversation. Acknowledge the tension, briefly summarize what’s been said so far, and then acknowledge that these conversations can sometimes The Process: be difficult and awkward to discus—in a classroom—because they are about 1. Choose one song from Queer Across people’s personal lived experiences, which are all valid. Remind students Canada. that they are doing an incredible job of listening to one another and being 2. Play the song for the class. respectful, and give them positive feedback on their communication skills. 3. Give the students 10-15 minutes Then, if it feels right and if it seems as though students are ready to move on, to respond to the song using the redirect them to a new topic. corresponding journal reflection sheet. 4. Facilitate a circle conversation about 6. If students stray too far off relevant subject matter in general, bring them the song and any related subject back by asking them how their conversation relates to the song they just matter that arises. listened to. Here is a list of suggestions 7. Before you begin to wrap-up the conversation, ask students to share one for facilitating the circle thing they are taking away from the circle conversation. It might be something conversations: they learned. It might be that they related to someone else’s story. It might be 1. When facilitating classroom conversations that they are thinking more about a certain issue. It might be that they have after listening to a song, have students sit a new question that came up for them. Model this by sharing your take-away in an area away from their desks, if possible, first. in chairs in a circle facing each other. I call these “circle conversations.” 8. At the end of each circle conversation, thank the students for sharing their knowledge, perspectives, and stories, and tell them that you learned a lot from 2. At the beginning of the circle them. conversation, state the purpose of the discussion and how it relates to what students are learning in class, and broader curricular goals. | 5 Name JOURNAL REFLECTION Date Altona, Manitoba

1. What do you think is the message in this song?

2. Who do you think should be involved in decisions about what items may be posted on school walls?

3. Why do you think it might be important to put up messages around the school that talk about positive/safer spaces for LGBTQ2S+ students? How might these messages also benefit students who identify as heterosexual and/or cisgender? Why do you think it’s important to put up messages that promote diversity and anti-discrimination—including messages about zero tolerance for racism, ableism, and classism, for example?

4. Does this song make you think about a story/idea/comment you would like to share?

| 6 ALTONA, MANITOBA written by KATE REID

There’s a storm brewing in our small town today Altona, Altona, Altona, Manitoba CTV is here and the local paper, too Some of your kids, it’s safe to say They’re reporting on a story unfolding Could grow up to be gay one day In our elementary school So it’s time to join this century and Two teachers did a bad thing, some angry parents say Pull your head out of the sand By posting threatening postcards in their classes Let’s talk about diversity and hallways Being queer and being trans The offending cards were all awash Or the world’ll spin on by without ya With the colours of the rainbow Singing bye-bye, Altona It sure was nice to know ya And the message on the cards was straight up and it said: Altona, are you going to go down in history I support lesbian, gay, trans, bi and intersex By letting fear and judgment be your legacy? Two-spirit, queer and questioning people Homophobia isn’t pretty on you Families and communities Heterosexism is overrated too Maybe it’s you, not your kids, who are confused And the evil word “ally” was stamped right across the front The school board has since ordered the cards to be And the cards were hung but no-one noticed for a taken down couple months Apparently, there are no gays living in the Bible Belt Until one day, a parent saw them and freaked out But don’t kid your kids, yourselves and us And picked up the telephone What’s age-appropriate ain’t the issue This sounds like a queer debate Altona, Altona, Altona, Manitoba But I don’t hear no queer folks talking here Some of your kids, it’s safe to say Could grow up to be gay one day Altona, Altona, Altona, Manitoba So it’s time to join this century and Some of your kids, it’s safe to say Pull your head out of the sand Could grow up to be gay one day Let’s talk about diversity It’s amazing what a few postcards Being queer and being trans And some caring teachers can do Or the world’ll spin on by without ya There’s nothing wrong with diversity Singing bye-bye, Altona, Being queer and being trans, too It sure was nice to know ya The world just might spin on by without ya Singing bye-bye, Altona And the news of the offence spread like wildfire Altona, Manitoba through the town And the Parent Action Committee wanted to take those postcards down So they called an urgent meeting with the teachers And administration

A hot debate then ensued between the parents and the school “It’s scandalous propaganda,” said the parents, “our kids will be confused. So remove the postcards,” they demanded “And throw them in the garbage”

| 7 Name JOURNAL REFLECTION Date Boys Who Wear Dresses & I Am A Tomboy

1. What are the messages in these songs? Can you relate to either of these songs in some way? Explain.

2. What are some examples of how people monitor and/or control other people’s gender in our society? (think of subtle and not-so- subtle ways.) How might the messages in these songs be valuable for all people, not just for “tomboys” and “boys who wear dresses?”

3. How does society react to “tomboys” (or girls who are interested in things typically associated with boys) versus “boys who wear dresses” (and boys who like things that are typically associated with girls)? Why do you think this might be?

4. Does this song make you think about a story/idea/comment you would like to share?

| 8 BOYS WHO WEAR DRESSES written by KATE REID

I love when my big sister lets me Try on her clothes and pretty dresses As I stand in front of her full-length mirror

I mix and match, I have a flair for fashion I put together eye-catching outfits Then I try them all on and admire myself

But if I wear her clothes to school It’s like I’m breaking some unspoken rule All the kids make fun of me, they call me a fairy

Who decided what boys and girls should wear That some clothes are boys’ clothes And some clothes are only girls’ clothes It doesn’t seem fair to me I AM A When I grow up, I’m going to fly away There’s nothing wrong with boys TOMBOY Who wear dresses written by KATE REID

Some people think I’m messed up I don’t wear no dresses Because I like to get dressed up I ain’t no princess But that doesn’t make sense to me I don’t like pink Because fashion is fun and this outfit is stunning At all And I look totally awesome I’ve got dirt on my jeans I like to climb trees Skinny jeans and halter-tops I’ve got scars on my knees Short shorts with fuchsia flip-flops To prove it Sleeveless sequined fancy pantsuits And shiny rhinestone cowgirl boots I am a tomboy

Handbags with brass snaps on pockets I like my short haircut Matching my heels and gold lamé hot pants I wear bare feet in the mud Miniskirts and sparkly bracelets I race my bike over jumps Blouses with flowers and lacey trim I built myself

When I grow up, I’m going to fly away I am a tomboy There’s nothing wrong with boys Who wear dresses I have my own tool belt I use the boy’s bathroom if I choose Some people think I’m messed up I collect tractors and cars Because I like to get dressed up And action figures, too But that doesn’t make sense to me Because fashion is fun and this outfit is stunning I am a tomboy, tomboy am I And I look totally awesome Part boy and part girl There’s nothing wrong with boys I am soft and I am strong Who wear dresses And I belong | 9 Name JOURNAL REFLECTION Date Brother From Another Mother & Sibling With A Twist

1. Think about one of the songs you just listened to. What is the message in that song?

2. There are so many ways we can make “family.” What are some examples of “family” that were mentioned in these songs. What do these songs tell you about the idea of “family?”

3. Is there any part of either of these songs that you can relate to?

4. Do either of these songs make you think about a story/idea/comment you would like to share?

| 10 BROTHER FROM ANOTHER MOTHER written by KATE REID

I have two fathers I have a grandmother And I have a brother, too And so I have a grandbrother, too Brother from another mother Brother from my mother’s mother Brother from another mother Brother from my mother’s mother

I have two mothers Well, I have a godmother who loves me I have a brother, too And a godbrother automatically yeah Brother from my other mother Brother from my godmother Brother from my other mother Brother from my godmother

I have two mothers and two fathers, too Ain’t no other brother for me I have myself two brothers, too Coolest brother in my family Brothers from my other mothers Brothers from my other mothers

Ain’t no other brother for me Coolest brother in my family

I have a mother and another And a brother from the very same father Half-brother from another mother Half-brother from another mother

I have a father and a stepfather I have a stepbrother, too Stepbrother from another mother Stepbrother from another mother

I live in a foster family I got a mother and her son’s like a brother to me yeah Brother from my foster mother Brother from my foster mother

Ain’t no other brother for me Coolest brother in my family

I was adopted into a family I have a mother and brother legally Brother from my adoptive mother Brother from my adoptive mother

| 11 SIBLING WITH A TWIST written by KATE REID

Since the day I was born, it’s been just my mom But some nights, she can’t fall asleep and me Cuz she thinks underneath her bed She and I together make up our little family There are scary monsters living there Then one day, my mom found a girlfriend So I chase them all far away And it turned my whole world upside down Then I jump under the covers and But you haven’t heard the worst of my story yet I stay with her until we fall asleep

See, her new girlfriend has a daughter just like me She’s my sister from another mister After a while, my mom says they’re moving in with She’s my sister from another missus our family Now, I’ve got myself a problem here My sister from another mister How am I supposed to deal with this? We have different dads Because suddenly, I’ve got an instant little sis My sister from another mister But hey, this ain’t so bad She’s my sister from another mister She’s my sister from another missus My sister from another missus My sibling with a twist We have different moms My sister from another missus Well, my instant little sister and I And hey, this is kind of fun We don’t always get along, yeah, we fight sometimes When she eats my favourite cereal Sister from another mister And she steals my clothes, she’s so annoying Sister from another missus When she plays with my toys I feel like moving out

She’s my sister from another mister She’s my sister from another missus My sibling with a twist

| 12 Name JOURNAL REFLECTION Date Cool Enough To Be Gay

1. In this song, the father reveals to his family that he is gay. What did you learn from this song about the father’s experience of “coming out”? Why do you think the father got married to a woman even though he knew right from the start that he was gay?

2. What kinds of feelings do you think the sons in this song might be having through this process? What about the father? The mother?

3. How do you think you might react if one of your parents told you they were a different identity than you originally thought?

4. Does this song make you think about a story/idea/comment you would like to share?

| 13 COOL ENOUGH TO BE GAY written by KATE REID

Our mom and our dad told my brother and me BROTHER 1 - This is huge. Can you believe this? Dad so We’re having a family meeting today isn’t who I thought he was. It must be serious, I think to myself As I drive to my mom’s house BROTHER 2 - I know. He’s not cool enough to be gay. He’s like a normal person. I wonder why he waited until See, our mom and our dad are separated now now to tell us though? And he rents an apartment downtown Maybe they’re moving back in together BROTHER 1 - Hey bro, does this mean I’m going to turn Or has their divorce come through? gay? I don’t feel gay.

I’m wracking my brain trying to figure this out BROTHER 2 - Dude, you’re not gay. Just because Dad’s As I park in the driveway of my mom’s house gay, doesn’t mean you are. It’s dawning on me that my dad’s friends Are these stylish, West End men BROTHER 1 - Alright. Hey, I wonder, what’s going to happen to us now? Is Dad going to introduce us to his And I remember that time he took me and my brother boyfriend? To that drag queen show last summer I might be onto something here BROTHER 2 - Yeah, probably, I think that’s probably It’s starting to seem clear going to happen.

But he’s so old school BROTHER 1 - What if Mom comes out too, tells us she There’s just no way has a new girlfriend now? This is weird...is this normal? My dad’s not cool enough to be gay

I feel curious inside What are they going to tell us this time?

Now, we’re all sitting down at the kitchen table My mom and my dad and my brother and me Our dad has something to share with us It seems

He says he’s been keeping a secret for years Then he came out that day to my brother and me He knew he loved men when he married our mom But he prayed it would just go away

And he’s so old school There’s just no way You can’t just make it go away

I feel surprised inside Hearing my dad’s truth for the first time And I feel surprised inside How did he keep this quiet his whole life? | 14 Name JOURNAL REFLECTION Date My Ex-Wife Is A Lesbian And She’s An Unfit Mother

1. How does the song make fun of the husband’s point of view? Why does the songwriter use humour in this way?

2. Is it fair to use someone’s sexuality against them in court? Why or why not? Does a person’s sexuality have any impact on their ability to parent their children?

3. The father not only objects to the fact that the mother is a lesbian but also to her life in general (who she is friends with, the types of food they eat, what they do in their free time), and the decisions she makes for herself and her children. In what ways are the lives of LGBTQ2S+ people and cisgender, heterosexual people different? In what ways are they the same?

4. Does this song make you think about a story/idea/comment you would like to share?

| 15 MY EX-WIFE IS A LESBIAN AND SHE’S AN UNFIT MOTHER written by KATE REID

Your Honour let me tell my story to you And a familiar story it seems to be these days My wife, you see, she’s up and left me For some woman living down the street

So, here I’m in court with you today I’m confident you agree with my plight I’ve got an ex-wife now but she ended up with our kids somehow And I’m ready for a fight

Can’t you please do something? I’m the children’s father I won’t pay child support My ex-wife is a lesbian and I won’t pay a single cent She’s an unfit mother After all, she’s the one that wanted them, Your Honour She’s damaging my offspring And did I mention, that she’s a lesbian? With her sick and twisted ways She’s off her rocker, Your Honour When I pick them up for the weekend Please take my kids away from her It’s a scene more horrific than you can imagine Let me describe what lies before me as I step through I know you’ll sympathize with my frustration the front door They seem to be living in this communal And I’m sure you’ll side with me hippie situation She’s corrupting them with potlucks and all this Lying on the floor is my teenaged daughter folk music, too Reading a comic called “Dykes to Watch Out For” I think there’s even a midwife hanging around And one about a crazed feminist superhero named Hothead Paizan She’s got them enrolled in some alternative art school My son’s in the kitchen singing “A is for Amazon” Your honour, can’t this be overruled? As far as I can tell, she’s not feeding them any meat There are witchcraft books stacked on the bookshelf at all The smell of lavender incense permeates the air It’s just tofu, greens, and sprouts There’s all this vegetarian hype, dogs and cats lying around Can’t you please do something? With a prerogative of animal rights I’m the children’s father My ex-wife is a lesbian and There’s a Harley parked in the backyard She’s an unfit mother That belongs to my ex-wife’s new girlfriend She’s damaging my offspring There’s a clothesline full of tie-dye clothes just blowing With her sick and twisted ways in the wind She’s off her rocker, Your Honour And peace signs on their Volkswagen van Please take my kids away from her Can’t you please do something? I’m the children’s father My ex-wife is a lesbian and She’s an unfit mother She’s damaging my offspring With her sick and twisted ways She’s off her rocker, Your Honour Please take my kids away from her | 16 Name JOURNAL REFLECTION Date Not Alone

1. Why are students harassing this young person in the song? How does the young person change over the course of the song?

2. Can you relate to the young person in this song in some way? Explain.

3. What is the message in this song? Why do some people sometimes want to hurt or put down those who seem different from them? What other things do people bully one another about?

4. Does this song make you think about a story/idea/comment you would like to share?

| 17 NOT ALONE written by KATE REID

They shove me into the lockers When they walk by me in the hall They pass me nasty notes in class Behind the teacher’s back

They call me all kinds of names Because they know my dad is gay They say that I must be the same way

It’s hard living this life Everyone’s families are different than mine I don’t fit in, I want to run away and hide It’s tough being the only one All those bullies make fun of me Some days I don’t want to face it I feel small and all alone

They harass me before the bell goes My dad picked me up from school one afternoon They want to meet me after school He said he knew what I was going through They say if I don’t show up He had been bullied when he was young, too They will beat me up Then he hugged me tight, he said he loved me Then he said, “Remember that They stalk me and then they torment me online Bullies are frightened people on the inside.” They tease me endlessly They message me saying my dad and I are freaks Now, we’re gathering our allies, my dad and I People who stand on our side It’s hard living this life Teachers, family, police and community Everyone’s families are different than mine I don’t fit in, I want to run away and hide I won’t let those bullies make a victim of me It’s tough being the only one This isn’t a tragedy All those bullies make fun of me I will survive and this is my story Some days I don’t want to face it I feel small And it’s hard living this life Everyone’s families are different than mine I don’t fit in, I want to run away and hide And it’s tough being the only one All those bullies make fun of me Some days, I don’t want to face it I feel small

And it’s hard living this life Everyone’s families are different than mine I don’t fit in, but I ain’t going to run away and hide And it’s tough being the only one When those bullies make fun of me But I know that I’m going to make it And stand tall I’m not alone

| 18 Name JOURNAL REFLECTION Date Queer Across Canada

1. What do you think is the purpose of this song?

2. Was it surprising to hear about the different relationships and identities in this song? Why or why not? What other identities might people possess that may influence their lives and how other people treat them?

3. Was it surprising to think that LGBTQ2S+ people could live in all of these places across Canada? Why or why not? Do you think that it might be easier or more difficult growing up LGBTQ2S+ depending on where you live? Why or why not?

4. Does this song make you think about a story/idea/comment you would like to share?

| 19 QUEER ACROSS CANADA written by KATE REID

I grew up on the west coast of BC I live on the vast tundra of Nunavut And my grandpa and his husband come to visit me And my Inuit father is Two-Spirited

I’m a farmer on Saskatchewan’s flat prairie land I breathe the crisp air of the North West Territories And my mom’s a feminist femme lesbian And a drag king performer is my very best friend

The Rockies of tower all around me I live on the rugged shores of Labrador And my butch hockey jock cousin lives in my And my bisexual stepbrother lives right next door small town Je parle français et j’habite aux Québec I was born near the great lakes of Ontario And gender questioning is where my sister’s at And my uncle’s a fashion-conscious fairy, you know I overlook the Atlantic Ocean in Newfoundland From to Fredericton And my maritime trans auntie lives around the bend Brandon to Vancouver Kamloops to Tatamagouche I live on Prince Edward Island’s red sand beaches Ucluelet to Rivière du Loup And my neighbours down the street are a couple From La Tuque to Osoyoos of queens From Canoe to Saskatoon From far and near we’re queer From Medicine Hat to Halifax Across Canada Calgary to Cadillac Peterborough, Paulson and Marystown I live under the Yukon northern lights Okotoks, Owen Sound to Charlottetown In the same city as my grandmother and her wife , and Ottawa And up to Dawson City I built my house near New Brunswick’s Fundy Bay From far and near, we’re queer And my younger brother told me today that he is gay From Baffin Island to Haida Gwaii I’m a country dweller in Manitoba Whitehorse, Horsefly and Yellowknife And my dad came out when I was just ten years old Pickle Lake, Meat Cove and Mayo Cape Onion to Cheeseborough I live in a cove in windy Nova Scotia Molasses Hill to Curryville And my favourite queer cousin lives down the road Milk River to Cereal From far and near, we’re queer From St. John’s to Saint John Drumheller, Belleville to Barrie From Pink Bottom to Bare Butt Bay Happy-Valley Goose Bay to Eagle Plains Salmon Arm to Heart’s Content Gaspe out to Winnipeg Moosehead, Moose Jaw, Moosonee Igloolik to Tuktoyaktuk Ear Falls to Buffalohead Prairie Duck Bay to Victoria From Eyebrow down to Elbow From far and near we’re queer And Finger to Jerry’s Nose Across Canada From far and near, we’re queer I said from far and near we’re queer 20 Across Canada | Name JOURNAL REFLECTION Date Radical Donor Dad

1. What do you think is the purpose of this song?

2. How does the boy in this song feel about his family and how do you know? Why might the connection he feels with the twin girls in the song be important to him?

3. Do you think a child with LGBTQ2S+ parents might always find it easy (like the boy in the song) to explain their parents to other children? Why or why not? What challenges might they face in school when they talk about their family? What are some things schools could do to support LGBTQ families and students with LGBTQ parents?

4. Does this song make you think about a story/idea/comment you would like to share?

| 21 Cuz, I’ve got a donor dad RADICAL Sweetest dad I ever had He helped my two moms out With his healthy sperm count DONOR DAD He donated a part of me written by KATE REID My moms created the rest of me He’s some kind of radical This tale took place on a sun-shiny morning My radical donor dad I walked into my new class with my two moms I looked around, I didn’t know anyone else except me There was a knock later that morning on our It was my first day of grade three classroom door Our teacher opened it and two new students came We all sat down together in a circle on the floor walking in The other kids’ moms and dads were everywhere They looked exactly the same, their names were And when it was my turn to share, I said, “This is Mary-Claire and Ruby-Jane my family Twin girls with green eyes and short, red curly hair But there’s more to this story than you can see” Well, I met up with Mary-Claire and Ruby-Jane outside Cuz I’ve got a donor dad at lunch Sweetest dad I ever had They were good at soccer and running, we even played He helped my two moms out a game of house With his healthy sperm count We became fast friends and were together until lunch He donated a part of me hour was through My moms created the rest of me It seemed like we were more alike than I knew He’s some kind of radical My radical donor dad When the bell rang at 3 o’clock, I ran outside to meet my moms “Well, I know it’s hard to understand,” I said, “But my I talked about my day and the new friends that I made moms are Just then Mary-Claire and Ruby-Jane walked by to They found my dad in a fertility clinic catalog greet two men They read through piles of profiles, they inspected Who were standing by the playground, holding hands scads of dads And when they found him, they knew he was quite So, I walked up to them, I introduced my family the catch They all smiled, shook hands and chatted for a while Then one of my moms politely asked, “So, who’s the “He likes to ice-skate, eat rib-eye steak, he’s one– mother of the twins?” quarter Cherokee And Mary-Claire and Ruby-Jane proudly exclaimed, And he’s smart just like me, he’s even got his Ph.D. So, the doctor mixed him up with an egg inside We’ve got a surrogate mom my mom Sweetest mom and then some And presto, nine months later, I was born” She donated her uterus So our two dads could parent us She was inseminated We did our part and germinated She’s some kind of wonderful Our wonderful surrogate mom

I’ve got a donor dad Sweetest dad I ever had He helped my two moms out With his healthy sperm count He donated a part of me My moms created the rest of me He’s some kind of radical My radical donor dad

| 22 Name JOURNAL REFLECTION Date Straighter Than An Arrow

1. How is the story in this song different than the usual coming out story? How is it similar?

2. Why was the woman in the song worried about telling her mother that she was heterosexual? Why does she expect her mother will be disappointed with her for being heterosexual?

3. How do family, friends, and society influence you and your identity? How are you the same or different from your family and friends? Do you feel free to discover and express your own identity even if others may not understand? Why or why not?

4. Does this song make you think about a story/idea/comment you would like to share?

| 23 STRAIGHTER THAN AN ARROW written by KATE REID

Mom, please come sit down with me You put rainbow magnets on our fridge Please don’t worry and please don’t frown And rainbow stickers on our car I’ve been meaning to tell you for some time now We haven’t missed a single family-friendly But I haven’t known how Pride event so far

I know you tried your best with me You took me camping with all of your friends You taught me about sexism and misogyny We even went to Michigan Heterosexism, homophobia We danced and slept and protested And patriarchy On women-owned land

But no matter how hard I try I still have these feelings inside No matter which way I slice it I just can’t fight it anymore

So, Mom, I thought you should be the first to know It’s not just a phase I’m going through And, I pray that you’ll understand And that you’ll love me in the end

Mom, I’m heterosexual I really tried to be a lesbian, you know I’ve finally stopped asking myself why I just like guys too much to deny it

Mom, I’m heterosexual It’s a whole new concept for me, you know Growing up in this household, you’d think I’d be gay But look at me, I’m straighter than an arrow

And no matter who we are And no matter how we live And no matter who we Choose to share our hearts with No matter who we love You’ll always be my mom And I will always and forever Be your daughter

| 24 Name JOURNAL REFLECTION Date Talking To You

1. What do you think is the purpose of this song? What are some of the messages? What LGBTQ2S+ language in this song has changed since this song was written?

2. What does this song say about acceptance? How might this song be useful for those who identify as LGBTQ2S+? How might it be useful for those who do not identify as LGBTQ2S+?

3. Did this song make you think about your own identity? If so, what came to mind?

4. Does this song make you think about a story/idea/comment you would like to share?

| 25 For all of you living independently of gender: the transgendered, pan-gendered, non-gendered people, who move back and forth along the spectrum, exploding the binary and blurring the lines wherever you go

For those of you who change your names and create your own pronouns, who make loud and boisterous sounds when you’re being told what to do

For those who choose not to mind your p’s and q’s, who just can’t keep your X’s and Y’s straight, who can’t think straight or see straight, or even drive straight so instead go gaily forward TALKING For the brazen head shavers and the body decorators, the brave risk takers who challenge the dress code, for you with the bold style and the really cool hair and for TO YOU the big strong girls out there, who challenge society’s written by KATE REID expectations of body size

Hey you, yes, you. I’m talking to you. I’m talking to For the tomboys and the gay boys and the boys who those of you who are unique out there— wear dresses

To the fringe folks and the freaks and to those of you For the dykes who wear dresses and for those of you who think you just might be queer who fight misogyny, internalized and world-wide, To the lesbians, the gays, the bisexuals and pansexuals, because you’re proud to name yourselves lesbian and two-spirited and questioning people you’re proud to name yourselves butch even though To the hetero-flexible folks and our friendly allies many of your friends are gender-neutral identified. Thank you for the feminist reminder: for striving to For those who swim against the current rather than become independent, grounded women who aren’t just going along for the ride afraid to say no to others and yes to yourselves—you And the ones who always ask the question “why” are profound.

For those of you who defy the rules and who lose the This one’s for all the Pride organizers and the marchers, instructions that came in the nice the loudmouthed activists, the shameless agitators Neat, too-much-plastic-wrap packaging, who think and the quiet riot makers who form committees and outside the box of social norms that were formed plan parades knowing that celebration and community many years ago by a bunch of now-dead white guys building have the power to heal.

| 26 For the kids who have transgendered parents and gay dads and lesbian moms, you kids are cool just because. You know what the word “queer” means but you’re not mixed up or corrupted because of it. You’re not afraid TALKING of deconstructing gender and sexuality like some of your teachers or other people may be. And when your classmates say, “That’s so gay,” you stand up and say TO YOU (CONT’D) “That’s so not ok.”

And on that note, this one’s for those of you with And for all of our youth, queer and allied, who are survival stories to tell, who came out way before it was surviving puberty, who are pushing on through that cool, before it was even legal, when it was still deemed difficult time between being a child and being an adult, a sociopathic disease by the American Psychiatric you’ve got all this love and passion and rage inside Association you…you’re amazing.

It’s for the ones who fought back, who survived those Thank you for putting your energy and brains to work late night, back-alley bar raids and attacks by the hate- to inspire a new world: for standing up for diversity, for filled cops. It’s for the Compton Cafeteria rioters, the re-arranging people’s belief systems and fanning the Stanley Street fighters, the rebellious Stonewallers, the flames of change. retaliators, the We Demanders, the , and for so many more. It’s for Trudeau And while you’re out there trailblazing, remember to who, in 1968 said, “there is no place for the state in be mindful and be kind to each other. Commit random the bedrooms of the nation” and for those of you still acts of compassion together. fighting whose names we don’t know. And hey, greet your elders when you see them on the For all you queer artists too: the indie-film makers who street because they carved out the queer landscape film the stories we don’t see on the six o’clock news, of this country you’re living in and made it possible for for the dancers who groove to a different drum than all you to be who you are today. the rest, moving your bodies in rhythmic protest And, if you ever feel like giving up, giving in, if you’re For the visual artists who create art and create sparks hanging on by a thread, full of dread because you can’t inside of us and for you, who painted your doctorate face another day of being different, let me ask you this: degree about growing up gay in a small, Canadian What would it be like if you loved yourself today? And town what would it take for you to follow the artist way?

For those of you who keep queer history alive by Because you see, making art is a radical act. And self- telling your stories, who forge literary pathways with love is revolutionary, in fact. You know that quiet voice poetry, prose, and spoken-word, for the songwriters deep inside of you? Well, that’s your own voice, that’s resisting hate and celebrating, inviting people to gather your soul talking, it’s your whole being calling out together in public spaces to you.

For our lesbian folk-singing foremothers who laid the It’s a choice to wake up and pay attention and it’s a foundation that I’m standing and singing on today. And choice to use the gifts you’ve been given. Some people for all of you out there who support queer art, thank will try and tell you to change, oh yes, they’ll say that you for coming to our shows, for cheering us on. I love chasing your aspirations isn’t wise but pay them no it when you sing along, when you dance and rant and mind: you’ve got to follow to your own inner guide. rave with us And it’s true, self-doubt is going to creep in now and For all of the same-sex couples who get married to then, that is the nature of being human. But stalling prove a point and for the ones who don’t get married isn’t going to make you less afraid and ignoring it isn’t to prove a point going to make it all go away.

For the out-laws and the in-laws, for our chosen So hey you, yes you, I’m talking to you and I’m right families and the blood families who love us and for my here by your side, reminding you to keep your eyes first girlfriend who put up with my fear of being queer fixed on that limitless skyline, that infinite horizon, and for my lovely and loving, not-so-common-law where all of your wildest dreams lie. This one’s for you, partner in life who said “yes” to becoming my wife. my friend, and this is your time…to fly.

| 27 Name JOURNAL REFLECTION Date That’s So Gay

1. What do you think is the message in this song?

2. Do you ever hear “that’s so gay” at your school, in your community, or in neighbourhood? What do people usually mean when they use the phrase “that’s so gay?”

3. Why is saying “that’s so gay” considered homophobic and discriminatory? What are some of the other ways people discriminate against one another? How would you handle a situation in which you witnessed someone saying something prejudiced about another person or group of people?

4. Does this song make you think about a story/idea/comment you would like to share?

| 28 THAT’S SO GAY written by KATE REID

I overheard you at school the other day Complaining about the homework You had to do

You’re talking about those things that you don’t like You’re disapproving You think you’re so cool when you say

That’s so gay, that’s so gay You say that’s so gay like it’s a bad way to be

You’re always putting other people down Anyone who stands out from the crowd You’re the class clown

I hear you in the cafeteria Laughing loud so everyone can hear you You’re gossiping and small-talking And you say

She’s so gay, she’s so gay You say she’s so gay like it’s a bad way to be He’s so gay, he’s so gay You say he’s so gay like it’s a bad way to be

I don’t get why everyone thinks you’re so cool Maybe they’re just afraid to stand up to you But I can see through you and I bet you have secrets you’re hiding Maybe inside you’re just like me

Well, it’s ok if you’re gay It’s ok if you’re gay cuz it’s a grand way to be It’s ok if you’re gay Well, if you’re gay cuz it’s a grand way to be

| 29 Name JOURNAL REFLECTION Date The Mothers’ Day/Fathers’ Day Conundrum

1. What conundrum does the girl in the song face? Why does she spell Mother’s Day “M-o-t-h-e-r-s’ D-a-y”? What is the purpose of this song?

2. How do you think a student might feel during Mother’s Day or Father’s Day activities in their class if they were the only one with same-sex parents? What about a student who doesn’t have a mother or a father? How might a student who identifies as Muslim or Jewish, for example, feel when classroom activities involve the acknowledgment of Christian holidays?

3. Do you think it’s important or necessary to do Mother’s Day/Father’s Day activities in schools? Why or why not? What suggestions would you give teachers on how to make Mother’s Day/Father’s Day activities more inclusive for all students?

4. Does this song make you think about a story/idea/comment you would like to share?

| 30 THE MOTHERS’ DAY / FATHERS’ DAY CONUNDRUM lyrics by KATE REID & C.R. AVERY music by ADAM POPOWITZ

I work hard on Mothers’ Day On that spring morning in May Instead of one breakfast in bed I make two I make two Mother’s Day cards in art class The other kids ask me why I need More paper, glue, paint supplies and more time But I do

It’s a sticky situation, it’s a jam, it’s a pickle, it’s a fix My school assumes that I am just like the other kids It’s a quite quandary, it’s a possible social catastrophe Cuz Mothers’ Day for me has a differently placed apostrophe

It’s a conundrum having two moms sometimes One of my moms is not like the other moms She wears a tie to work and plaid shirts when she’s When Father’s Day rolls around in June at home I got nothing much to do She got fishing gear and she got that tool box, too All the kids are making cards with trucks She has a shaved head, she doesn’t wear makeup And tool boxes, fishing gear and bar-b-qs She plays street hockey with me, we watch the game on TV And I feel so left behind like the last one She’s half mom and she’s half dad Picked for the team at recess time To me Even though I’m a wicked athlete I play defense on a girls’ hockey team You don’t gotta write poetry that’s deep Just keep a pen in your palm It’s a sticky situation, it’s a jam, it’s a pickle, it’s a fix Not to drop a bomb but life was never like it was in the My school assumes that I am just like the other kids sit-com It’s a quite quandary, it’s a possible social catastrophe You gotta see reality TV ain’t real Cuz Mothers’ Day for me has a differently placed We’re not re-inventing the real apostrophe Two sums make a whole You got two moms then kid, It’s a conundrum having two moms sometimes You just rock ‘n’ roll

So, I’m creating a Father’s Day card in class The other kids ask me why I do They look so confused when I say She’s my mom and she’s my daddy, too

It’s a sticky situation…it’s a jam, it’s a pickle, it’s a fix My school assumes that I am just like the other kids It’s a quite quandary, it’s a possible social catastrophe But I love my mom and I love my Mommydaddy, too

It’s a conundrum having two moms but sometimes, you gotta make up your own rules

M-O-T-H-E-R-S-’ D-A-Y | 31 Name JOURNAL REFLECTION Date Tummy Mommy

1. What is the message in this song? What does this song say about “family”?

2. Do you think the girl in this story might encounter difficulty explaining her family to other people? If so, why?

3. What does this song make you think about in terms of adoption and/or love?

4. Does this song make you think about a story/idea/comment you would like to share?

| 32 You’ve got a tummy mommy Ain’t that lovely, honey And now you’ve got 1, 2, 3 Loving mommies Your tummy mommy blessed us with the bestest TUMMY gift of all Your tummy mommy gave us the gift of you

MOMMY When you were in your mommy’s body written by KATE REID She loved you wholeheartedly But she knew she couldn’t raise you right, she wanted I live on Gabriola, it’s an island in the sea to give you a better life And you’d have to take a boat ride just to come So she gave you as a gift to your mom and me and visit me You’re the best gift we’ve ever received I’ve got a dog and four cats and two moms, imagine that! You’ve got a tummy mommy But there’s only one of me Ain’t that lovely, honey And now you’ve got 1, 2, yes, 3 I’m nine years old and very bold, you couldn’t call Loving mommies me shy Your tummy mommy blessed us with the bestest I’m always asking questions, I want to the answers to gift of all how and why Your tummy mommy gave us the gift of you So, mommies please, can you tell me, where do I come from I’ve got a tummy mommy How come your skin is white and mine is brown? Ain’t they lovely mommies And they said, That means I’ve got 1, 2, yes, 3 Loving mommies You’ve got a tummy mommy They’re my mommies and I’ve blessed them with the Ain’t that lovely, honey bestest gift of all That means you’ve got 1, 2, 3 My mommies three have the gift of me Loving mommies Your tummy mommy blessed us with the bestest I live on Gabriola, it’s an island in the sea gift of all And there’s lots of kids in the world who’ve got three Your tummy mommy gave us the gift of you mommies just like me

Your mom and I, we love each other, we’ve been together a long time And we soon decided that having a daughter would be sublime So we signed a lot of papers at that adoption agency Then, they found us a pregnant lady, mommy number three

Well, months passed by and she asked us to be by her side So we drove across the border to her hospital room that night We held tight to your tummy mommy’s hands, a magical sight to see Cuz when you were born we knew our family was complete

| 33 Name FINAL Date JOURNAL REFLECTION

1. What is one thing that you learned or are “taking away” from our time listening to these songs and talking together?

2. Has listening to these songs and being a part of our discussions helped you to better understand your identity, and perhaps, others’ identities? If so, how?

3. Is there one song that will stay with you? Is yes, which one and why?

4. What is one way you could use your learning with these songs and discussions to make the world a better place?

| 34 INSTRUCTIONS MY Using a small box with a lid, you will design a representation of your identity. First, think about some stories or experiences IDENTITY related to your identity that have impacted you, either positively, negatively, or both. Then, think of some way to represent these BOX stories or experiences on the outside and on the inside of your box. You may think about objects, words, images, art pieces, photographs, songs, colours, and/or something from nature that represents your identity or parts of your identity. Identity Boxes can be shared with the class or kept private. When you are done this project, we will discuss whether or not you want to present your identity boxes to the class, or not.

The outside of the box will include parts of yourself and your identity that you show to people in your life (e.g. family, friends, partners, teachers, neighbours, and coaches) and to the society around you. You can include how you look, your style, what kinds of clothes you like to wear, your interests, the music you listen to, hobbies and activities you like to do, words you use to describe yourself etc.

The inside of the box will represent parts of yourself and your identity that you might feel less comfortable sharing with people, for example: experiences you have had, parts of your identity you don’t often share, things you worry about, dreams and goals you might have etc. Here are some questions to help guide you:

Outside of the box – who you are on the outside 1. What is your name, age, birthday? Where you were born, where do you currently live? (city, region, country)? 2. How would you describe how you look? How do you dress? What is your style like? What message do you want to convey to people through the way you dress? 3. What words do you use to describe yourself? What pronouns do you use? 4. What do you spend a significant amount of time doing? 5. What kinds of recreational activities or hobbies do you do? 6. What kinds of media (music, TV shows, movies, video games, social media, online platforms/forums) do you engage with? 7. What relationships are important to you? 8. What parts of your identity are public?

Inside of the box – who you are on the inside 1. What schooling or career(s) are you interested in pursuing? 2. What do you feel passionate about? What dreams do you have that you want to make come true? 3. Who do you look up to and why? 4. Where do you see yourself in the future? 5. Is there a story about your identity that you only share with certain people? 6. Is there an experience you have had that you don’t often share with people? | 35 Name JOURNAL REFLECTION Date My Identity Box

Write a reflection explaining your identity box. Describe what you’ve put on the outside of the box, and what you have included on the inside of the box and why.

| 36 For other helpful resources that could augment your work with this kit, you OTHER can find an up-to-date glossary of LGBTQ2S+ terms among other amazing resources at the LGBTQ2S+ community centre in Toronto, ON called HELPFUL or online at the519.org. There are also lots of amazing resources at these places: RESOURCES ÉGALE Canada Trust egale.ca Gay, Lesbian, and Straight Education Network glsen.org PFLAG pflagcanada.ca Pride Education Network pridenet.ca The LGBTQ Parenting Network lgbtqpn.ca The Lesbian, Gay, Bi, Trans Youth Line youthline.ca The Rainbow Youth Coalition gendercreativekids.ca Rainbow Health rainbowhealthontario.ca

A research project that was conducted out of The Ontario Institute for Studies in Education (OISE) at University of Toronto is called LGBTQ Families Speak Out (lgbtqfamiliesspeakout.ca). This multi-media video interview project investigated the schooling experiences of LGBTQ2S+ families in various parts of Ontario. The project website includes, among other resources, over 300 video clips from families who were interviewed for this project. These video clips provide educators some insights into the range of experiences LGBTQ2S+ families have had in schools. Eventually, these video clips from LGBTQ Families Speak Out will be turned into a permanent installment at The ArQuives in Toronto (arquives.ca) which acquires, preserves, organizes, and give public access to information and materials in any medium by and about LGBQT2S+ people primarily produced in or concerning Canada.

The following books are useful reads when doing gender and sexuality education:

Airton, L. (2018). Gender: Your guide. Adams Media.

Goldstein, T. (2019). Teaching gender and sexuality at school: Letters to teachers.. Routledge.

Pendleton Jiménez, K. (2016). Tomboys and other gender heroes: Confessions from the classroom. Peter Lang.

Reiff Hill, M. & Mays, J. (2013). The gender book. Marshall House Press.

Silverberg, C. & Smyth, F. (2015). Sex is a funny word. Triangle Square.

Woolley, S. & Airton, L. & (2020). Teaching about gender diversity: Teacher- tested lesson plans for K-12 classrooms. Canadian Scholar’s Press.

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