Where Does Gay Fit Into Education?

Creating safe spaces, educating the community at large and fighting harassment and discrimination in schools.  For a student who is lesbian, gay, bisexual or transgender (LGBT), these actions are refreshing to hear amidst an environment that can often times be unforgiving, mean and unaccepting.  Gay Straight Alliances (GSA), are organizations found throughout middle and high schools, as well as in universities, whose main purpose is to facilitate the aforementioned objectives for LGBT students and their allies.  Issues related to homosexuality continue to be experienced in a variety of ways, and GSAs are no exception.  Throughout this reflection I will discuss a variety of LGBT issues and analyze how they fit into the education system as a whole.

             One of our recent readings was a unique fictional account of the trials and tribulations accompanying a school’s quest to implement a GSA.  The article was produced by virtue of data collected from real life studies related to LGBT issues, but was presented in the form of a play script (Goldstein, 2010).  The play showcased a variety of different characters, with varying opinions and stances on having a GSA in the school and its’ value, as well as homosexuality in general.  The play was marketed as a “performed ethnography” (Goldstein, 2010), but provided a very realistic representation of contrasting outlooks surrounding homosexuality, both from LGBT people, as well as people from the heterosexual community. 

            As a result of our reading, two of my peers in our class were tasked with presenting a mini seminar related to the article Goldstein wrote, and prompted some dialogue amongst the class as to whether or not GSAs should be seen in high schools.  I was pleasantly surprised to hear of how many of my peers in class, had GSAs in their high schools.  Over time, there is more widespread acceptance of homosexuality in our society, and it is apparent that the education system is no exception.  It has been a decade since I graduated from high school, and during my 4-year term at my school, a GSA was unheard of and a foreign concept to the somewhat “diverse” committees and groups.  Additionally, none of the curriculum in my high school ever talked about homosexuality or being LGBT, nor did any of the sexual education discuss information that might relate to an LGBT student.

            When we were discussing homosexuality in schools and the installation of GSAs, I could not help but think of our discussion around Afro-centric schools.  In a typical high school setting, the curriculum is based primarily on Euro-centric history, and additionally the curriculum and overall approach is also very heterosexist.  Although there are considerable differences between an entire education system and curriculum developed for a certain ethnicity, in contrast to a club or group for a particular sexual orientation, there are significant similarities as well.  Both serve as a vehicle to educate students in a way that fosters authenticity and veracity to be one’s true self.  Ultimately, if some is comfortable and confident in themselves, they are likely to achieve greater results.

            Goldstein’s article exemplified Paulo Freire’s theories surrounding oppression.  In the play, the principal, Karen, was approached for approval to implement the GSA.  Karen showed reservations and feelings of reluctance to support the GSA endeavor.  Karen’s uncertainties and qualms dimmed the light of the LGBT students and allies at the school.  She was an authoritarian and in a position of power and her unwillingness towards the GSA, caused the students to be stripped of their voice.  A ripple effect of the oppression that LGBT students suffer at school can likely be attributed to the recent increase in suicides amongst LGBT youth.  There are however, organizations recently instituted to assist with prevention of suicide, specifically amongst the LGBT community.

            Freire explained in one of his last interviews that it is an ethical, historical and political duty for us to be tolerant (LiteracyDotOrg, 2009).  Freire is not suggesting that we lose sight of who we are, but that we must be open-minded when we meet and work with new people.  We must see people for who they are, regardless of their race, ethnicity, or sexual orientation.  This treatment must also be applied in schools, both by the students and the teachers.  The reality is that there are LGBT students in every school; additionally, every school will have students from different ethnic backgrounds.  It is critical that schools foster an inclusive and diverse approach to learning, which will inspire all children to be who they are, and do the best that they can.

References:

Goldstein, Tara.  2010.  “Snakes and Ladders: A Performed Ethnography”.  International Journal of Critical Pedagogy, 3(1): 68-113.

LiteracyDotOrg.  (2009, December 30).  Paulo Freire – An Incredible Conversation.  Retrieved from http://www.youtube.com/watch?v=aFWjnkFypFA&feature=related