™ Resistance & Resilience QTPOC Local to Global Curriculum & Action Guide 03 About the Films / Previous YIM Collections 04 How to Use This Guide 05 Key Terms 07 Tips on Facilitating Conversations 09 Historical Background — Uganda & Beyond EXERCISES & ACTIONS 10 About Exercises and Actions 11 Exercise 1 + Action 1 Grandparents of the Revolution 14 Exercise 2 + Action 2 Ripples of Hope 19 Exercise 3 + Action 3 What Comes Next? Table of Contents Table 24 Exercise 4 + Action 4 LGBTQ Rights In the U.S. and Your Community 29 Exercise 5 + Action 5 Colonialism and Its Legacy 34 Exercise 6 + Action 6 Bridging the Gap RESOURCES 37 How to Host a Screening or Event 39 Film Resources 39 Educator Resources 40 Youth Resources 41 International Resources + 42 Resources For Everyone 43 Acknowledgements 44 Common Core Standards Resistance & Resilience QTPOC Local to Global FRAMELINE YOUTH IN MOTION | 2 ABOUT THIS COLLECTION Resistance & Resilience: QTPOC Local to Global is a collection of two documentaries that center the voices of queer and trans people of color in the U.S. and abroad. Whether focusing on an international human rights PREVIOUS activist or Asian-American queer youth balancing family YOUTH IN MOTION COLLECTIONS and daily life at the intersection of identities, this film collection amplifies the voices of QTPOC today, while the K-12 GSAs can purchase most previous collections for the accompanying curriculum examines queer history, leaders reduced price of $25 each. past and present, human rights activism across the globe, For more information, email and the legacy of colonialism. [email protected] About the Films Call Me Kuchu Katherine Fairfax Wright & Malika Zouhali-Worrall / 87 minutes It is 2009. In the country of Uganda, being LGBTQ is not only considered sinful; it is illegal. From Kampala to the remote villages, gay people—or kuchus, as gay people are known—are at risk of being beaten, harassed, and stoned to death. A new Anti-Homosexuality Bill has been introduced in Parliament which would take the law several steps further, imposing a death sentence for HIV-positive gay men and a three-year prison sentence for anyone who fails to turn in a known homosexual—including their own child. Meanwhile, the government, the media, church leaders, and American evangelicals are actively fueling the fire of intolerance and hatred throughout the greater population. The editor of one local tabloid is mercilessly outing gay people on its front pages, encouraging violent reprisals such as hanging. Yet amidst all the venom and homophobic fervor, veteran activist David Kato is undeterred in his fight for the rights of the LGBTQ community. The first openly gay man in Uganda, Kato boldly dares to protest publicly—in the courts, on television, at the United Nations—despite the great personal danger it poses to him and his small band of fellow kuchu activists. An international sensation and winner of dozens of awards, Call Me Kuchu is a remarkable portrait of courage and conviction. Gaysians Vicky Du / 13 minutes Capturing diverse portraits of five queer and trans Asian-Americans in New York City, Gaysians explores their relationships with their families and culture in this illuminating patchwork documentary. FRAMELINE YOUTH IN MOTION | 3 We know these topics can be new and challenging for students and adults alike. Pages 4 – 8 can help determine how and where to use these films, introduce you to key terms, and provide tips on facilitating conversations. Why is LGBTQ-Inclusive Curriculum Important and Necessary? implementing Studying LGBTQ history and culture encourages all students to think lessons that matter The Impact of LGBTQ-Inclusive Curriculum on more critically about the world, helps to create safe and affirming Student Safety, Well-Being, and Achievement communities for LGBTQ students and families, and has the power to transform lives. Consider downloading GSA Network’s Implementing Lessons that Matter: The Impact of LGBTQ-Inclusive Curriculum on Student Safety, Well-Being, and Achievement1 and GLSEN’s LGBT-Inclusive Curriculum Guide for Educators2 (see sidebar for links). These documents provide hard data Developing LGBT-Inclusive Classroom Resources and contextualize curricula as part of efforts for improved school safety, BEST PRACTICE: Inclusive and Affirming Curriculum for All Students REfLECTIoN: One way that educators can promote safer school environments is by developing lessons that avoid bias and that include positive representations of lesbian, gay, bisexual and How inclusive is my transgender (LGBT) people, history, and events. For LGBT students, attending a school with curriculum of LGBT people, inclusive curriculum is related to less-hostile school experiences and increased feelings of history and events? decreased bullying, and higher achievement across various schools and connectedness to the school community.i Unfortunately, the vast majority of students do not receive an LGBT- inclusive curriculum.ii THEORY: “Curriculum as Window & Mirror” Emily Style (1996) Style introduced the idea of curriculum as a means to provide students with windows and amongst all students, not only LGBTQ students. mirrors. Curriculum can serve as a mirror when it reflects individuals and their experiences REfLECTIoN: back to themselves. At the same time curriculum can serve as a window when it introduces How can I ensure that and provides the opportunity to understand the experiences and perspectives of those who my lessons provide “mirrors” possess different identities. Curriculum should be balanced and include various windows and and “windows” for all of my students? mirrors for each student.iii Applied to LGBT-inclusive curricular content, these mirrors and windows can help create a more positive environment and healthy self-concept for LGBT students while also raising the awareness of all students. How to Use this Guide in Classrooms and Gender & Sexuality Alliances (GSAs) LGBT-Inclusive Curriculum LGBT-Inclusive Curriculum benefits ALL STUDENTS by: benefits LGBT STUDENTS by: • Exposing them to more inclusive and accurate • Validating their existence and experiences accounts of history • Reinforcing their value and self-worth • Helping them have better understandings of LGBT people and their historic contributions • Providing space for their voices • Encouraging them to question stereotypes about LGBT people Because these guides are designed to link with Common Core State • Promoting acceptance Copyright 2003-2014 GLSEN, Inc., the Gay, Lesbian & Straight Education Network. All rights reserved. 33 How to Use This Guide This How to Use Standards (CCSS), teachers can use these materials as part of their existing curriculum. See page 44 for information on how this curriculum fits into CCSS. 1. www.gsanetwork.org/files/ aboutus/ImplementingLessons_ By watching these films outside of classrooms in GSAs, affinity groups, fullreport.pdf or after-school groups, students can delve further into the materials and contextualize them more directly within their lives and current affairs. 2. www.glsen.org/sites/default/ There are even tips on how to take further actions after seeing the films in files/LGBT%20inclus%20 the action items featured throughout the curriculum. We know each GSA, curriculum%202014_0.pdf and each school is different, so adapt the activities however you want! Approaching the Material Educators who are addressing LGBTQ-related topics at school, whether in the course of classroom instruction or during a club meeting, should be prepared for potential push-back. Before screening these films, it is important that you know your rights and responsibilities. In California, teaching about sexual orientation and gender identity is not only protected, but mandated by The FAIR Act (www.faireducationact.com). However, laws vary from state to state. Please refer to our resources page (page 39) for more information. It is recommended that teachers/advisors view films prior to introducing them into the classroom. Some subjects can be challenging for students, parents, and community members. Teachers/advisors should consider the age and maturity of students, the support of administrators at their school, norms in their community, as well as the screening setting, before showing films in this collection. FRAMELINE YOUTH IN MOTION | 4 Assimilate/Assimilation Gender Expansive Absorb and integrate (people, ideas, or Refers to a wider, more flexible range of culture) into a wider society or culture/ gender identities or expressions than those Become absorbed and integrated into a typically associated with the binary gender society or culture. system. Another term commonly used to express nonbinary gender expression is Asylum “Genderqueer.” Protection given by a government to someone who has left another country in Gender Role order to escape being harmed. Culturally accepted and expected gendered behavior associated with biological sex Key Terms Key Bisexual (i.e., acting “masculine” or “feminine”). A person who is attracted to men and women These expectations are often stereotypical, or people of their gender and another/other such as “Boys like blue and girls like pink.” gender(s). Heterosexism Cisgender The belief or assumption that A term for people whose gender identity heterosexuality is the only normal or aligns with the sex and gender they were acceptable sexual orientation. assigned at birth. Heterosexual Colonialism An adjective used to describe people The policy or practice of acquiring full or whose enduring physical, romantic,