Recognizing and Utilizing Queer Pedagogy

Jeffrey D. Zacko-Smith & G. Pritchy Smith

The world is not divided into sheep and then controversial work, at a time when never before seen speed, and the relational goats. Not all things are black nor all things issues related to sexuality were topics even complexity created by these connections white. It is a fundamental of taxonomy that more taboo than they are today, there is multiplies rapidly, blurring boundaries, nature rarely deals with discrete categories. still a great deal to be considered when it contravening established frameworks, Only the human mind invents categories and tries to force facts into separated pi- comes to defining and positioning sexual- and often creating confusion and misun- geon-holes. The living world is a continuum ity, sexual orientation, and gender in our derstanding. Are educators completely in each and every one of its aspects. The postmodern world, and particularly in our prepared to embrace the new ways that sooner we learn this concerning sexuality schools and classrooms. In many ways, not people are relating to each other, and are the sooner we shall reach a sound under- only racially, but also economically, reli- they prepared to deal effectively with the standing of its realities. giously, politically, and sexually, our soci- issues that arise from a necessary and life- —Alfred Kinsey, Sexual Behavior ety is more segregated than at any other enriching “full embrace” of diversity? in the Human Male, 1948 time in human history (Kozol, 2007). In order to teach effectively in hyper- It can be viewed as a matter of form diverse contexts, if effective teaching is Rationale and function. Over and above the moral considered to be the creation of knowl- for Knowledge Base Evolution implications that arise from this under- edge, the transmission of ideas, and the standing, people are increasingly inter- “growing” of human beings intellectually, It is the year 2010, and we are still acting with one another, and, quite often, morally and socially, educators at all lev- “trying to force facts into separated pi- then witnessing the friction that occurs els, but particularly those who are new to geonholes,” as described by the famous when form, which can be understood as the field, must be well-versed in multicul- American biologist Alfred Kinsey in the representing our interactions with one an- turalism and diversity. They must also quote above. Although more than 60 years other, does not match function, which can be unafraid to immerse themselves in have passed since Kinsey published his be understood as the desired outcome or the world as it concurrently unfolds and outcomes we are striving for (Zacko-Smith, evolves around them. Jeffrey D. Zacko-Smith is an assistant professor 2009). We are striving for, as an example, Educators must also accept their role and coordinator of the Leadership Minor Program equity in our classrooms and schools, but as mentors who help to define reality for in the International Center for Studies in Creativity often failing to genuinely interact with those they are educating, and they must of the School of Professions each other (and our institutions and sys- commit to redefining that reality as dic- at the State University of New York tems) in ways that support this goal. tated by demands for social justice and eq- College at Buffalo, Buffalo, New York; As educators and, in fact, simply as uity. To ignore these continually emerging G. Pritchy Smith is a professor human beings, all of us are being called requirements means that educators will in the Department of Foundations to operate in what can only be described quickly become outdated and ineffective and Secondary Education as “hyper-diverse” environments (Zacko- at best, and damaging and socially unjust of the College of Education and Human Sciences Smith, 2009); we are connected to other at worst, neither of which are acceptable at the University of North Florida, cultures, ideas, beliefs, values, and prac- outcomes for those who are truly commit- Jacksonville, Florida. tices in unprecedented ways and with ted to the profession.

MULTICULTURAL EDUCATION  A Call for Teacher Education To Reconsider the Knowledge Base on Sexual Orientation for Teacher Education Programs

As has been described in the literature A Comprehensive Update part of their daily lives. It is not a respon- on multicultural and diversity education sibility that should be ignored. While much has been written about over the last two decades, we, as global The book Common Sense About Un- from ethnic, racial citizens, can no longer afford to teach or, common Knowledge: The Knowledge Bases economic, social, gender/gender-identity in fact, to do anything at all, in cultural, for Diversity (Smith, 1998) was one of the and sexual-orientation perspectives, the sexual, economic, ideological, religious first efforts to outline, in any truly com- authors of this article have found it neces- or political isolation. We are recognizing prehensive way, a set of knowledge bases sary to provide a comprehensive update for the transdisciplinary nature of virtually deemed crucial for educators and those educators when it comes to the latter cat- every field (Stokols, 2006), and education being prepared for positions that place egories: gender/gender identity and sexual is no exception. Our schools are at least them on the “front lines” in educational orientation. Being supporters of diversity partially responsible for cementing societal contexts. Quite obviously, however, many means that, as educators who are a part of norms and for defining what is considered authors contributed significantly to the ef- students’ daily lives, we must keep up with “normal,” and, as Johansson (2007) indi- fort to describe such knowledge bases both the changing ways that our students both cates, “if hegemony is to be upheld, people before and after the publication of Common define and express themselves. Sexual in the culture must be constantly reminded Sense by the American Association of Col- orientation and gender/gender-identity is- of the natural and rational [that is] inher- leges for Teacher Education in 1998 (see, sues have evolved from the simple fight for ent in what it [the culture] advocates. for example, Reynolds, 1989; Gay, 1993; acceptance prevalent in the 1960s through Through these constant reminders, a Larkin & Sleeter, 1995; Sikula, 1996; Mur- the 1980s, to a burgeoning redefinition of certain normality is segmented in people’s ray, 1996; Irvine, 1997; Sleeter, 2006), and sexual identity and sexuality itself. consciousness” (p. 2). the academic literature has both expanded As Nieto and Bode1 (2008) point out, Viewed through such a lens, educa- upon and redefined each knowledge base becoming a multicultural teacher requires tors are understood to be either upholding over the last decade. becoming a multicultural person first, and the status quo or to be defining/redefining It should be noted, however, that the that becoming a multicultural person re- what is classified as “normal” in their 13 knowledge bases outlined in Common quires learning to see reality from a variety classrooms, and thus in the larger society Sense are still critically important to of perspectives; teachers must cease adher- as well. Continually bringing this respon- teacher education programs, in that they ence to the extremes of “black and white,” sibility to the attention of educators, as still identify informational and experien- and embrace all the shades of grey that well as giving them the tools to begin to tial areas deemed crucial to effective and lie between. Thus, if educators care about expand definitions of what is and what is equitable educational practice in today’s treating all of their students equitably, and not considered “normal” in the realm of classrooms and schools. The knowledge since educators will certainly have gay, les- sexuality and gender, can go a long way to- bases are described as follows: Founda- bian, bisexual, transgender and questioning wards achieving equity and, in particular, tions of Multicultural Education; Socio- students in their classrooms and peers in can help mitigate student’s anxiety when cultural Contexts of Human Growth and their schools, they have a responsibility to it comes to dealing with their own sexual Psychological Development in Marginal- become educated on the issues that are a orientation and gender issues. ized Ethnic and Racial Cultures; Cultural

FALL 2010  and Cognitive Learning Style Theory and of stories, statistics, and experiences that A Continuing Need Research; Language, Communication demonstrate that problems still exist for for Education and Allies and Interactional Styles of Marginalized gay, lesbian, bisexual, transgender, and Cultures; Essential Elements of Culture; questioning youth in 2010. Such a search During the past 20 years the issue of Principles of Culturally Responsive Teach- will also highlight the many times these sexual orientation has been widely dis- ing and Culturally Responsive Curriculum problems are associated with or embedded cussed and studied; rights for gays and Development; Effective Strategies for within educational settings. lesbians have increased and attitudes Teaching Minority Students; Foundations For example, harassment and bully- have become quite a bit more progressive of Racism; Effects of Policy and Practice ing based on sexual orientation remains and accepting (in other words, we’ve done on Culture, Race, Gender, and Other Cat- persistent in schools in California despite a decent job of teaching tolerance). In ad- egories of Diversity; Culturally Responsive an anti-harassment law that took effect in dition, the LGBTQ population, and their Diagnosis, Measurement, and Assessment; 2000. According to a study released in 2004 accompanying issues, have become more Sociocultural Influences on Subject-Spe- by the California Safe Schools Coalition prominent and “mainstream,” thanks to a cific Learning; Gender and Sexual Orienta- (CSSC),4 7.5 percent of California’s middle level of “legitimacy” lent to them through tion; and Experiential Knowledge. and high school students had been or were the popular media and the internet. Each knowledge base is related to targets of harassment based on actual or However, despite these generally posi- and drawn from a wealth of material perceived sexual orientation. That equals tive developments, many young people still that every educator should be familiar more than 200,000 students who are ha- feel some hesitation when participating in with; teacher preparation programs are, rassed per year in the State of California discussions that revolve around homosexu- thankfully, increasingly including multi- alone as little as SIX years ago. ality and/or sexual orientation. It seems cultural and diversity education in their Additionally, in its 2005 National that there are still tendencies to associate curricula, contributing to an evolution School Climate Survey, the Gay, Les- LGBTQ students with “abnormality,” and in practice. However, there is still much bian, and Straight Education Network that “the kind of intimacy (students) de- work to be done. (GLSEN)5 found that: velop with their peer group—homosocial- ity—consists of a complex mix of longing A Continually Evolving Understanding u 75% of LGBTQ students heard de- for intimacy . . . and the need to maintain rogatory remarks such as “faggot” or borders in relation to their surroundings. The goal of this article is to supple- “dyke” frequently or often at school, In this mix, homophobia is often present” ment and update Knowledge Base 12: and nearly nine out of ten (89%) (Johansson, 2007, p. 43). Gender and Sexual Orientation, bringing reported hearing “that’s so gay” or As will be seen, when homophobia is it in line with what can only be described “you’re so gay”—meaning “stupid” tolerated in schools it not only has immedi- as a continually evolving understanding or “worthless”—either frequently ate and negative effects, but we see those of gender, gender-identity, and sexual ori- or often. effects ripple outward, contaminating the entation. While Smith (1998) stated “Most whole school, community, and the larger preservice and inservice teachers are woe- u A third (37.8%) of LGBTQ students society. Although over a decade old, a study fully undereducated and underprepared experienced actual physical harass- by Gilbert and Gilbert (1998) described by traditional teacher education programs ment at school based on orientation, how “contempt for homosexual, feminine, to deal with educational issues related to and more than a quarter (26%) based and otherwise different men is interwoven sexual orientation” (p. 88), progress has on gender expression. with views on school and even on particu- been made since the late 1990s when the u Nearly one-fifth (17.6%) of LGBTQ lar school subjects” (cited in Johansson, book was published. students had been physically assault- 2007, p. 31). For example, the literature has become ed because of their sexual orientation And, while the association between much more “specific” and direct in address- and over a tenth (11.8%) because of sexual orientation and school has pro- ing issues of sexuality and gender when their gender expression. gressed toward being one of tolerance it comes to developing teaching materials and/or acceptance, it is still evident that and dealing with students, and many more u LGBTQ students were five times educational contexts significantly contrib- institutions are implementing “safe space” more likely to report having skipped ute to the perpetuation of stereotypes and training programs for their faculty.2 Again school in the last month because of negative attitudes (Pascoe, 2007) towards though, recent events show that there is safety concerns than the general gay, lesbian, bisexual, transgender, and still work to be done in preparing educators population of students. questioning students (see the 2008 study6 to work in socially just ways with sexually u LGBTQ students who experience by GLSEN for one example). As educators, diverse populations. The lines that define more frequent physical harassment we are responsible, at least in part, for gender and sexuality are increasingly were also more likely to report they helping to counter these socially unjust blurred, and issues that the LGBTQ3 com- did not plan to go to college. Overall, understandings, helping to define and re- munity could not afford to be concerned LGBTQ students were twice as likely define students’ attitudes regarding sexu- about earlier, when they were far from as the general population of students ality, gender, and sexual orientation. achieving simple social acceptance and to report they were not planning to In the preface to Getting Ready for decreasing the violence that often accom- pursue any type of post-secondary Benjamin: Preparing Teachers for Sexual panied that hard-fought struggle, can now education. Diversity in the Classroom (Kissen, 2002), be worked with openly and energetically. James T. Sears, series editor of the Cur- It is easy to find examples that il- u The average GPA for LGBTQ stu- riculum, Cultures, and (homo)Sexualities lustrate the need for educators to be dents who were frequently physically Series published by Rowan and Little- aware of sexual orientation, gender, and harassed was half a grade lower than field, indicates, “there has been no single gender-identity issues. A simple internet that of LGBTQ students experiencing resource targeted specifically for pre-ser- search will lead educators to a plethora less harassment.

MULTICULTURAL EDUCATION  vice teachers that places sexual diversity increase, and new “acceptable” definitions and research that emerged in the field in squarely within multicultural education” of gender and sexuality emerge. Research recent decades suggests that the minimal (p. xi). And, while we have seen the in- clearly shows that slurs are still uttered, necessary elements of a teacher knowledge creasing emergence of sexuality and LG- harassment still occurs, and fear, violence, base on sexual orientation ought to include BTQ topics in the multicultural literature, and even death remain a part of everyday the following (Smith, 1998): the subject still remains both controversial reality for many LGBTQ students. (a) foundation knowledge about hu- (primarily because of the erroneous linkage While gay, lesbian, transgender, ques- man sexuality including gay, lesbian, between sex and sexuality established and tioning, and other students face much less and bisexual identity development reinforced by society, including educators) actual physical and emotional violence to- and personal empowerment; and difficult for teachers to discuss openly day than they have in the past, Jane Page with one another and, most certainly, with and Delores Liston (as cited in Kissen, (b) the unique psychological, emo- students in the classroom. 2002, p. 71) indicate that “symbolic vio- tional, and educational needs of Unless this changes, and educators lence [is still] perpetrated against lesbian, gay, lesbian, and bisexual students, can begin to address these topics openly gay, bisexual, and transgender people on a including research studies on inter- and honestly in some capacity, LGBTQ regular basis.” In the year 2010, discrimi- nalized homophobia, alienation, and students will continue to experience ha- nation against the LGBTQ community other psychosocial aspects of peer, rassment and will not receive the educa- remains for the most part acceptable and family, and societal rejection and tion that they deserve. On March 8, 2008, unacknowledged by American society, and acceptance; the Ventura County Star7 in California as educators, mentors, and educational reported the following story after a student administrators, it is up to us to work to (c) contemporary survey profiles and shooting at a public middle school, continue to change this dynamic (Pascoe, literature that present public atti- 2007). We have the power to redefine real- tudes regarding homosexuality; Melissa Castillo urged hundreds of her fellow students Friday to show compas- ity in our classrooms and in our schools, (d) a study of the personal lives and

Early on, efforts to promote diversity and multiculturalism generally fell into the “melting pot” paradigm popular in the 1950s and 1960s, when the stated desire was to create homogeneity, “sameness,” and equality.

sion for each other, no matter where they which contributes to redefining the reality voices of gay, lesbian, and bisexual come from or who they are. that LGBTQ students face every day of teachers and students; “Whether we understand it or not, we all their lives. We must make use of the op- have a social responsibility to each other,” portunities presented to us! (e) an examination of gay and lesbian Castillo, the associate student body presi- sexual orientation in a variety of cul- dent at E.O. Green School in Oxnard, said tural contexts, i.e., African American, to students during a tribute on Friday to New Frameworks for Education Hispanic American, Asian American, former classmate Larry King. Early on, efforts to promote diversity King, 15, was gunned down in class, al- American Indian, European Ameri- legedly by another student, on February and multiculturalism generally fell into can, etc. and in the context of other 12 and was pronounced dead the next day. the “melting pot” paradigm popular in diversity variables such as social King’s classmates said he was openly gay the 1950s and 1960s, when the stated class, gender, and religion; and was teased by some students at the desire was to create homogeneity, “same- middle school. ness,” and equality. However, as the years (f) a history of case law on gay and “In this great tragedy that happened passed and the field of multicultural and lesbian teacher dismissal and creden- here at our school, there are really two diversity education matured (Kissen, tial revocation and on gay and lesbian victims and two great friends we have 2002), efforts drew less upon integration, students; and lost,” Castillo said of King and Brandon McInerney, the 14-year-old student sus- assimilation, and simple acceptance, and (g) examination of and knowledge pected of the shooting. more upon equity and the recognition that about curriculum and school materi- “My hope would be that we can all take differences should not (and can not) be als suitable for instruction about the this incident and be able to build, learn, “melted away,” but need to be respected historical contributions to society grow and pave the way for a better future,” and used to enrich the educational ex- of notable gay and lesbian persons, the eighth-grader told students as they sat perience. Clearly our society has moved instruction for developing self-ac- on the ground in back of the school under into an era where identities need to be a warm afternoon sun. ceptance among gay and lesbian stu- celebrated and seen as valuable tools dents and peer acceptance and toler- This is one of many recent events that that positively contribute to our global- ance for gay and lesbian classmates, make it clear that, although things have ized world; human differences should not and instruction in HIV education. most certainly improved for LGBTQ stu- simply be acknowledged but also destig- dents, past efforts are likely not enough to matized and used in positive ways. While this knowledge bases offers a get us to a tipping point (Gladwell, 2000) The knowledge base that has developed highly useful perspective regarding sexual where we see harassment and violence sig- around sexual orientation, gender, and gen- orientation, sexuality, and sexual identity nificantly decline, acceptance significantly der-identity is a rich one. The scholarship for today’s educators, and while integrat- ing sexual orientation subject matter into

FALL 2010  curricula (see, for example, Harbeck, 1992; by society to everyone in their classroom. the classroom each and every day; actively Jennings, 1995; Kissen, 1996; Sears, 1987, This practice or assumption then causes monitor the language they use. Such moni- 1990; Unks, 1995) is more the norm, there fear and repression among any students toring seeks to redefine (or at least prompt are multiple developing trends that should who cannot define their family this way, students to question) the meaning of words, also be examined and used by educators and serves to contravene a students’ edu- terms and concepts that serve to reinforce in today’s schools. For example, educa- cational experience, which, of course, is socially defined characterizations of “nor- tors should look seriously at ways to stem hardly either equitable or just. mal” and thus help to create the labels and homophobia, investigate ways of changing The true innovation that the use of binary categorizations that are the root of the definition of “,” take time to provides educators is that the discrimination. Efforts to reclaim the explore heterosexual privilege, have con- it changes the focus from understanding word and concept of “queer” certainly owe versations revolving around gender iden- LGBTQ students as an “other,” prompt- their success to such actions. Language is tity and transgender issues, and explore ing a reexamination of what it means to powerful, and, in a postmodern world, it is the social construction of sexuality, sexual view sexuality without the use of the strict certainly acknowledged that it “positions orientation and gender. labels and “organizing terms” that have us to act” and that it exerts a very real, become all too easy to associate with it, and very substantial impact on our lives and The Field of Queer Theory which ultimately serve as a mechanism for the lives of those we teach and work with One very recent, and also somewhat harassment, discrimination and, occasion- (Burr, 2003; Gergen, 1999). controversial but important movement that ally, violence. Thus, this article seeks to In their highly useful and enlighten- has emerged is associated with the field of add a new element to the teacher knowl- ing book Queering Straight Teachers: Dis- Queer Theory. This movement is valuable edge base on sexual orientation: educators course and Identity in Education (2007), because, as a theoretical paradigm, Queer should have a general understanding of edited by Nelson Rodriguez and William Theory asserts that sexual “identity [is] Queer Theory and be cognizant of its ability F. Pinar, educators will find a very ap- neither fixed nor unitary, but multiple and to promote tolerance and help transform proachable examination of the history and their classrooms and their schools. Queer- implications of queer theory, as well as

Queer Theory advocates one extremely simple thing that all future and current educators can do to make a difference in the classroom each day and every day: actively monitor the language they use. shifting” (Kissen, 2002, p. 5). This change in the definition of sexual identity would, by ing straight educators requires neither a various interpretations (ranging from the implication, call on educators to understand change in personal sexuality nor an overt highly extreme and activist to the more and promote sexual orientation and gender display of sexuality at any level. It simply theoretical and “soft”) that surround it. as concepts that are flexible and flowing, calls for the education of educators and re- In Chapter One: “But I’m Not Gay: What and not static and fixed. It also serves to quires their active participation regarding Straight Teachers Need to Know About eliminate labels and the stigmatization that how “normalcy” is defined. Queer Theory” (pp. 15-31), Elizabeth J. results from labeling. Meyer provides an excellent overview of Besides the need to reclaim the word A Queer Theory Primer the subject, discussing the harmful effects “queer” from the negative and hurtful for Educators of homophobia and heterosexism, outlining connotations it has been associated with how ignoring homophobia actually teaches I do not aim to offer strategies that work. intolerance, and shows teachers how queer since it became a pejorative slur (Kissen, Rather, I hope to offer conceptual and pedagogy can help to transform schools 2002) back in the early 1920s, it is also a cultural resources for educators and powerful way to reject the strict categori- researchers to use as we rethink our prac- (making them not only more equitable, but zation upon which all discrimination and tices, constantly look for new insights, and also more safe). harassment are based. Since heterosexual- engage differently in anti-oppressive edu- The authors of this article, however, ity is assumed (not only here in the United cation . . . (Kumashiro, 2002, pp. 25-26) would change the classification of teach- States but in most other cultures as well), ers that Meyer addresses, since both Most educators, and, in fact, most peo- straight and LGBTQ teachers can benefit and is thus a societal norm, queer theory ple in general, have problems approaching asks that educators approach students from an understanding of Queer Theory, queer theory due to the fact that the word particularly because simply being queer “assumptionless,” and, by example, begin “queer,” as mentioned earlier, has long had to re-create what is deemed “normal.” and having a working knowledge of Queer pejorative, controversial and negative con- Theory are not necessarily related, primar- A dominant culture sends all of us notations attached to it. Over the past two messages of inferiority on multiple levels. ily because of its newness as a theoretical decades, and, in particular over the last paradigm. For example, a teacher may assume that decade, and with the help of Queer Theory a student has a mother and a father, the A major misunderstanding about itself, the LGBTQ community has come a Queer Theory is that it is the same as gay heterosexual stereotype that defines fam- long way toward reclaiming the word, and ily in the United States and much of the and lesbian studies, and “Although queer changing the way its use is viewed. theory emerged from the work of scholars rest of the world, and will thus act and Queer Theory advocates one extremely interact with students based on this as- in the field it has become much more en- simple thing that all future and current compassing than gay and lesbian studies” sumption, sending a message regarding educators can do to make a difference in what is normal, expected, and accepted (Meyer, 2007, p. 15). Thus, it is Queer

MULTICULTURAL EDUCATION  Theory that pushes us to go beyond mere episodes that have taken place in schools paradigm that has caused so much damage acceptance and tolerance, and asks that here in the United States. to so many students; educating self first is a educators take a more active stance when Unfortunately, however, “much of the necessary step towards educating others. defining the realities that surround sexual- information about bullying and harass- The social construction (Gergen, 1999) ity, sexual orientation and gender for the ment is flawed because it fails to address of family, gender, sexuality, disability, and students in their classrooms. Ultimately, some of the underlying social forces at leadership, an area of research of one of it asks that educators help expose the work” (Meyer, 2007, p. 16). Overlooked this article’s authors, extols the reality-cre- “rigid normalizing categories” and expand time and again is the fact that so much of ating ability of language and, in fact, clas- them “beyond the binaries of man/woman, the bullying and harassment that takes sifies language as “extremely powerful” in masculine/feminine, student/teacher, and place in our school systems stems from “the this arena. Language fashions our under- gay/straight” (Meyer, 2007, p. 15) in an policing and enforcing [of] the norms of standings, positions us to take action, and effort to create more equitable, relatable, our culture” (Martino & Pallotta-Chiarolli, exerts an influence on our day-to-day lived safe and socially just environments in 2003), and is not, as often speculated, sim- realities; using it carelessly can certainly which students can learn. ply the result of isolated or “exceptional” lead to oppression, injustice and violence. Taking even small steps toward un- events. In other words, our implicit or In particular, theorists such as Foucault derstanding the harm that homophobia, explicit enforcement of established social (1980) demonstrated how language can heterosexism, socially proctored gender norms regarding what is masculine and be used to dominate and control, which is norms, and the subtle and insidious influ- what is feminine, for example, leads di- echoed by liberatory education theorists ence that language exerts on our lives can rectly to harassing behavior, and as Meyer like McLaren (1998), and requires that go a long way towards achieving sexual (2007) points out, “it is clear that these educators pay attention to the ways words, orientation and gender identity equity; behaviors act to create and support a so- both written and spoken, impact the lives clearly feminism and women’s studies are cial hierarchy that privileges mainstream of students and the greater community. evidence that such evolutions in under- identities and behaviors over marginalized From a historical perspective, our standing matter (though, admittedly, there ones” (p. 16). society has not only classified homosexual-

All educators must strive towards an understanding that both gender and sexuality lie on a continuum, with no particular point on that continuum being any better or worse than any other.

is still work to be done to ensure gender eq- Creating Change ity as an “abnormality,” it classified it as uity in educational and all other settings). a mental illness up until 1973. An exami- There are several things educators Becoming familiar with Queer Theory can nation of the psychological, religious, and can do to create change. Simply making help educators “point to disjunctures be- political forces that served to construct sure that the language used and the re- tween pairings thought of as natural and homosexuality in this manner goes beyond sources (books, videos, workbooks, etc.) inevitable” (Pascoe, 2007, p. 11), allowing the scope of this article, but it is readily chosen for classes do not support the them to be questioned, deconstructed and apparent that our society has actively sexual orientation and gender identity redefined within whatever contexts and defined heterosexuality as “normal” and, status quo is one step that all educators ways are relevant. at best, homosexuality as “abnormal,” and can take that will make a difference. Such Though numerous researchers have that “The resulting prejudice against those actions work to break down the “normal- done important work in the field of Queer who deviate from this social script has been ization” of socially constructed categories Theory (see Britzman, 2000; Jackson, carefully developed by institutional hetero- (Gergen, 1999), establishing more flexible 2001; Jagose, 1996; Kumashiro, 2002, sexism through the powerful institutional understandings in their place. In addition, among others) and discourses of organized religion, medicine, educating students (again, either implic- (see Foucault 1986a, 1986b; Friere, 1970; sexology, psychiatry, and psychology (Bem, itly or explicitly) about LGBTQ issues and Kanpol, 1994), as educators we feel that 1993, p. 91 as cited in Meyer, 2007). “truths” (i.e., presenting an alternative those new to the field will benefit from We would go a step further in this picture of the family, for example, and the introduction to the subject provided by article, however, adding education to the working to “normalize” same sex parental Meyer (2007) due to the practical nature of list of powerful institutional discourses structures) can go a long way towards the material and it’s synthesis of the major that help to create and maintain preju- breaking down the power of the binary. discourses surrounding the subject. dice. As Meyer (2007) states, “Educational Again, Meyer (2007) gets it right when The stories highlighted earlier in structures wield extraordinary ideological stating “By developing a more critical un- this article help justify a warranted and power due to their role in teaching what derstanding of . . . sex, sexual orientation growing concern with violence in our the culture has deemed as important and and how these identities and experiences schools, and thus add to calls to expand valuable to future generations” (pp. 21-22). are shaped and taught in schools, educa- the knowledge base on sexual orienta- Thus, educators and educational admin- tors can have a profound impact on the way tion. In particular, the issue of bullying istrators have a special responsibility to students learn, relate to others, and behave and student harassment (which is a form help counteract (or at least not perpetu- in schools” (p. 17). Thus, simply reading of emotional violence) has received quite ate) these socially created and sanctioned this article and personally starting to work a bit of attention given the presence of definitions of “normalcy”. with this material is a positive step towards such activities in multiple recent violent Counteracting such definitions can changing the label-intensive educational

FALL 2010  be done, though perhaps not easily, by learning, not closure and satisfaction” (p. theory and practice. Evolving beyond exposing and dismantling the often hidden 43, as cited in Meyer, 2007, p. 26). Queer transactional leadership (which is about heterosexism found in school curricula and Theory and queer pedagogy go beyond sim- what each person “gets”), through trans- educational materials. Educators can, for ply challenging “traditional understand- formational leadership (which is about example, supplement books that paint the ings of sexual identity by deconstructing both leader and follower in relationship; standard picture of romance and dating the categories . . . and the language that exploring how they are changed through with books that show that boys can date supports them” (Meyer, 2007, p. 25); it their interactions with one another, and boys and have the same types of relation- prompts educators to take a journey with how they impact their larger context) and ships, levels of excitement over love, and their students. into the newest paradigm of transcendent relationship problems that accompany By making part of the educational leadership (Gardiner, 2006), which asks opposite sex relationships. Educators must experience of those in our classrooms that both leader and follower transcend also begin using language, stories, and ma- and schools about exploring the power of themselves and look to affect the larger terials that do not reinforce sexuality and language and identifying the sources of world, this type of education fully impli- gender stereotypes (i.e., it is amazing how stereotypes, norms, and labels, and by pro- cates educators and administrators in the many heterosexual men won’t wear pink, moting the school as “a place to question, fight for societal and global change. Just for example, simply because it’s been long explore, and seek alternative explanations as our increasingly flat world (Friedman, identified as a “girl’s color” and classified as rather than a place where knowledge 2005) requires highly flexible and diver- “not masculine,” both of which are socially means ‘certainty, authority and stability’” sity-centered leadership, our educational constructed and empty beliefs that high- (Britzman, 2000, p. 51), educators help system requires that educators begin to light the power of societal sanctioning). create very real changes not only in our move beyond educational paradigms that Heterosexism and homophobia are schools but in the larger world. One way are based on stable, rigid, and binary clearly linked, and it is easy to see that that educators, and administrators in edu- understandings of gender, sexuality and “the most effective challenge to any boy’s cational contexts, can start processes that sexual orientation in an effort to realize

Queer pedagogy offers a number of opportunities for us to directly transform our schools . . . “learning is about disruption and opening up to further learning, not closure and satisfaction.” masculinity is to call him ‘gay,’ ‘homo,’ ‘fag,’ will help their students and peers redefine social justice and enhance pedagogical or ‘queer’” (Martino & Pallotta-Chiarolli, their understandings of sexuality, sexual effectiveness. 2003). Educators on the front lines are fully orientation and gender is by bringing the In summary, Queer Theory is an responsible for intervening in these kinds oppression that results from labeling and important extension of critical peda- of situations, since, if they neglect this “categorization” to the forefront of daily gogy, social constructionism, postmodern responsibility, “the hierarchical binaries classroom and school dialogue. feminism, and liberatory/emancipatory of male-female, gay-straight [and others] Kumashiro (2002) offers four unique education, and it calls “on educators to remain unchallenged” (Meyer, 2007). approaches that allow educators to expose question and reformulate [using] a queer Language creates reality, and allowing oppression in schools. He views these pedagogical lens; (1) how they teach and language such as this to go unquestioned approaches as “examinations” revolving reinforce gendered practices in schools, means that teachers are a part of the prob- around the “education of other,” the “edu- (2) how they support traditional notions lem and not a part of the solution. cation about other,” the “education that of heterosexuality, and (3) how they pres- All educators must strive towards is critical of privileging and othering,” ent culturally specific information in the an understanding that both gender and and the “education that changes students classroom” (Meyer, 2007, p. 28). sexuality lie on a continuum, with no par- and society”; explicitly examining how we Poet and activist Audre Lord has said ticular point on that continuum being any individually and collectively create “other” “It is not our differences that divide us. It better or worse than any other. Achieving (a term and concept that carries connota- is our inability to recognize, accept, and this understanding starts with our willing- tions of “different” with it, which, in turn, celebrate those differences.” Incorporating ness to stop enforcing the outdated and generally carries negative associations) Queer Theory into the knowledge base on damaging definitions of sexuality, sexual as part of the classroom experience. This sexual orientation for teacher education orientation and gender that society has can happen in a variety of ways, through programs is one more step towards achiev- become accustomed to. direct discussion, through an interweaving ing schools that celebrate differences of critique of othering into specific subject rather than using them as tools of oppres- New Realities matter, and/or through the implicit embed- sion and violence, recognizing that nature ding of critique of othering into general provides us with all the diversity that is Queer pedagogy offers a number of classroom interactions and discussions. required for us to thrive if we accept each opportunities for us to directly transform Since educators are both leaders other unconditionally and with grace. our schools. Besides working to change the and students of leadership, whether by language and representations associated position, intention or default, such criti- Notes with gender and sexuality that are used cal and holistic approaches to educating 1 Nieto and Bode provide a great starting everyday, educators can make sure, as Ku- can be seen as relating to current and point for multicultural educators to become mashiro (2002) indicates, that “learning is emergent understandings of leadership about disruption and opening up to further acquainted with gay, lesbian, bisexual, trans-

MULTICULTURAL EDUCATION  gender, and questioning students’ issues in goes to school. New York: Routledge. In N. Rodriguez & W. Pinar (Eds.), Queering Chapter 6 of their book, Affirming Diversity: The Gladwell, M. (2000). The tipping point: How straight teachers: Discourse and identity in Sociopolitical Context of Multicultural Educa- little things can make a big difference. Lon- education. New York: Peter Lang. tion (2008), particularly in the case study of don, UK: Little Brown. Murray, F. B. (Ed.). (1996). The teacher Rebecca Florentina found on pages 217-227. Harbeck, K. M. (Ed.). (1992). Coming out of the educator’s handbook: Building a knowledge 2 See http://www.glsen.org/binary-data/ classroom closet: Gay and lesbian students, base for the preparation of teachers. San GLSEN_ATTACHMENTS/FILE/294-2/PDF teachers and curricula. Binghamton, NY: Francisco: Jossey-Bass. 3 LGBTQ refers to Lesbian, Gay, Bisexual, Teachers College Press. Nieto, S., & Bode, P. (2008). Affirming diversity: Transgender, Questioning, and, as an acronym, Irvine, J. J. (Ed.). (1997). Critical knowledge for The sociopolitical context of multicultural will also be represented as GLBTQ. The term diverse teachers and learners. Washington, education. Boston: Pearson Education. often varies, and, in its short form is seen as DC: American Association of Colleges for Pascoe, C. J. (2007). Dude, you’re a fag: Mascu- LGBT/GLBT and, in a longer form is LGBTQ2 Teacher Education. linity and sexuality in high school. Berkeley, (with “Q2” meaning “Queer and Questioning”). Jackson, J. (2001, April 10-14). Come out, come CA: University of California Press. 4 See http://www.casafeschools.org/ out, wherever you are: A synthesis of queer Reynolds, M. C. (Ed.). (1989). Knowledge base 20040112.html research in education. Paper presented at for the beginning teacher. New York: Per- 5 See http://www.tolerance.org/teach/activi- the American Educational Research Associa- gamon. ties/activity.jsp?p=0&ar=821&pa=2 tion Annual Meeting, Seattle, WA. Rodriguez, N, & Pinar, W. (Eds.). (2007). Queer- 6 http://www.glsen.org/cgi-bin/iowa/all/ Jagose, A. (1996). Queer theory: An introduction. ing straight teachers: Discourse and identity news/record/2294.html New York: New York University Press. in education. New York: Peter Lang. 7 http://www.venturacountystar.com/ Jennings, K. (Ed.). (1995). One teacher in 10: Sears, J. (1987). Peering into the well of lone- Gay and lesbian educators tell their stories. liness: The responsibility of educators to References Boston: Alyson Publications. gay and lesbian youth. In A. Molnar (Ed.), Johansson, T. (2007). The transformation of Social issues and education: Challenge and Britzman, D. (2000). Precocious education. In sexuality: Gender and identity in contempo- responsibility (pp. 79-100). Alexandria, VA: S. 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