Literature Review Of Children’s Construction And Perpetuation Of Heteronormativity In Elementary School Classrooms
Through extensive fieldwork and countless visits to elementary schools, Ryan discusses her findings on how “heteronormative notions of sexuality are key components of classroom life that intersect with curriculum and other identity categories and shut out LGBT people and perspectives”. These “common-sense” and “normative” behaviors and conversations that take place within elementary school classrooms act as a catalyst which ratifies heteronormative thinking and silences queer-inclusive sexualities. Through Ryan’s research, it has become clear that the ever-present and regulating influence in curricula and classrooms remains to be heterosexuality. Student’s would often make anti-gay remarks or even make anti-gay slurs, such as “that’s so gay!” during spontaneous conversation between students (p. 81). These interactions and micro-moments solidify the desirability of heteronormative connections in elementary schools and continue to silence any queer-influenced identities and beliefs. Ryan reinforces the idea that when these anti-gay or pro-heterosexuality interactions happen to be observed, “teachers and parents may view such interactions as humorous or inconsequential”. Throughout elementary schools, if these classroom behaviors are not intervened and brought to the surface for discussion by teachers, then children will consequently “learn and perpetuate the idea that LGBT identities and practices are not normal, not acceptable and not valued” (p. 86) Teachers must be prepared to terminate any form of anti-gay small talk or conversations between students, and furthermore must take the crucial action of welcoming any and all LGBTQ-inclusive stances into the classroom. Therefore, it is extremely vital for teachers, adults and curricula to welcome LGBTQ-friendly attitudes into primary school classrooms and thus counteract these peer-to-peer messages.
Another article on maintaining inclusive classrooms illustrates four main topics on how to be an ally for LGBTQ students: know the issues, support, educate, advocate. These techniques provide opportunities to widen the conversation on how to be a supportive and inclusive educator while tackling and addressing anti-gay mentalities. For example, in the section in which it discusses how to be supportive, the article suggests tactics such as displaying LGBTQ materials in the classroom. These materials may include (but are not limited to) posters, information about LGBTQ history month in October, signs, quotes from famous LGBTQ icons, information about the all-encompassing community, etc. It offers methods on how to respond if and when a student comes out to you; such as appreciate the students courage, ask questions that demonstrate understanding, acceptance and compassion, as well as listen, listen, listen. Being an accepting and loving teacher towards students when they open up to you will increase their likelihood of trusting you and will in turn increase their pleasure of coming to class. This article ultimately covers a wide variety of topics in regards to enlightening teachers on the non-heteronormative community and widening their knowledge, so that there can be more educated teachers with the necessary knowledge on how to address these current issues. It also includes references and resources for LGBT youth.
I would like to add that I think it is useful for teachers to make themselves aware of which students come from homosexual parents, guardians or families. This should not affect the treatment of students in any manner, but would simply allow teachers to become more cautious, welcoming and mindful of students’ backgrounds and lives out of the classroom.
According to the Social Policy Report there are four essential policies and practices that assist in creating a safe and inclusive environment for LGBTQ students. Within recent times, there has been a focus shift to the safety and well-being of students who identify as LGBTQ. There have been many reported incidents of violence, harassment and abuse towards non-heterosexual students within school systems that place these students in a victim state. It has been noted that non-heteronormative individuals are “coming out” more frequently and at much younger ages than which has been observed in the past; this mandates examination into school procedures to protect LGBTQ students from harmful harrassment. The first strategy mentioned is an official documented policy that prohibits bullying or discrimination against an individual based on sexual orientation or identification.
The article highlights the fact that schools with the existing policy regarding sexual discrimination regularly display lower rates of harassment against non-heteronormative individuals. This policy is proven more effective when a legislation exists that protects all students from any form of abuse. The second method listed is staff advocacy; it has been observed that LGBTQ students feel safer and experience more general support when teachers and administrators actively condone sexual discrimination and homophobic language. Interactive school clubs or groups that support non-heterosexual students are another tactic that supports school safety. Schools with these inclusive clubs have safer learning environments and less bullying and discrimination.
The final practice that promotes a safer school atmosphere for non-heterosexual students is readily available access to LGBTQ resources and open discussion within the classroom. Schools with support, information and exposure for non-heteronormative youth experience less abusive behaviour within the institution. Overall, the Society for Research in Child Development finds that students within unsafe learning environments are more likely to experience harmful personal problems and that is why it is crucial to create safe and inclusive spaces for every child to receive a comfortable education. This article fundamentally exemplifies the severity of discrimination and bullying against LGBTQ youth in school institutions. It respectfully addresses real concerns and problems that are being seen at a growing rate and then offers realistic and achievable solutions for schools and teachers. The background information about the consequences of sexual discrimination is lacking and creates a weaker argument than if the emotional and physical repercussions of bullying had been discussed at length. Overall, this article provides thoughtful strategies for supporting LGBTQ students that can be applicable within elementary schools. A stronger focus on the implications and methods of supporting students at different age levels could have proven to be more helpful.
Laura Khoury’s article “Bullying prevention and intervention: realistic strategies for schools, ” reviews a book about bullying and applies the ideas with an LGBTQ context. Khoury advocates for more intervention and proactive systems that specifically address bullying of non-heterosexual students. She notes that within the book mentioned, stress is placed on general bullying, but uses the proposed guidelines in relation to LGBTQ bullying. She summarizes concepts such as community involvement, positive behavioural consultation and bullying intervention. Community involvement ensures that bullying is a problem that must be tackled by students, parents, teachers and administrators to provide a unified front. Bullying is shown to be receptive to positive solutions rather than disciplinary action, therefore methods such as counselling are more effective. It is also argued that bullying intervention is essential to fostering a safe environment for everyone.
Khoury also includes concepts such as bullying roles, open discussion and promotional material. It is important for young people to be able to identify their personal and active roles in bullying in order to effectively prevent it. It is argued that bullying prevention begins with universal familiarity and that open discussion of acceptable behaviour is necessary to prevent harassment. Khoury presents her support of all these ideas under the pretense of LGBTQ applicibility. However, she mentions that more emphasis should be placed on cyberbullying and the prominence it holds in today’s technologically driven society. Lastly, Khoury highlights the need for more strategies to approach LGBTQ harassment as a specific concern.
Although this article is presented as a review with no original research, Laura Khoury provides thoughtful analysis and interpretation of existing ideas. Her PhD in the LGBTQ field provides credibility and support to her commentary. This article raises concerns about a lack of technological applications but fails to provide solutions to cyberbullying or non-heteronormative cyber bullying, which therefore is a shortcoming.
Ultimately, the concepts introduced in this article seem to be highly proactive strategies to bullying of any kind but focuses on LGBTQ perspectives. Preventing bullying in any form acts as a great framework to tackle homosexual discrimination. This article fails to mention tactics for elementary schools specifically but I truly believe that all concepts mentioned are applicable to all school age groups.
