Social justice issues are significant in all walks of life, in this case education. Teaching for Social Justice Education is believed to be a fair and equal opportunity of teaching and learning. Social justice is morally sensible for our schools and society to advocate teaching for social justice. Educators, as well as future educators, such as myself would agree. Both teachers and students are entitled to a fair teaching and learning environment. It is imperative that all students are given the [equal] opportunity to learn together, and also to provide students with a diverse setting so that they can learn from not only the teacher, but from one another.
There are numerous students that are constantly faced with the social injustices on a daily basis. Whether a student is gay, lesbian, bisexual or transgendered they are entitled to the same education as any other student. Students are in the classroom to learn and converse with their fellow classmates/peers. They should not be singled out, humiliated or embarrassed for who they are. Instead students should embrace and be proud of who they are, and the classroom should be that place. GLBT students are also faced with many of the struggles and challenges of everyday life. Why don’t we as educators provide these students with more hopes and dreams, rather than the struggles and challenges to get through day by day?
I have written and touched upon similar topics regarding the GLBT community in the past. PROP 8 having been voted on this previous November is leaving the GLBT community, and their fellow supporters outraged. I find it nerving that human beings, much like you and I are being discriminated against, and fighting for the right that is so rightfully theirs.
Schools should be a place of safety and comfort; a sense of community. But that is not always the case. Safety can be a serious issue for students, and these issues can lead to a series of outcomes. For example, bullying, harassment, and discrimination against gay, lesbian, bisexual, and transgendered students are just one of the many students who experience these types of safety issues. The effects of bullying, harassment, and discrimination can result in a poor academic performance, and are much more likely to drop out of school, become depressed or suicidal, consume drugs or alcohol, or carry a weapon to school. The measurable damage is severely devastating. Like the tragic death of 15-year-old Lawrence King Jr. was savagely murdered at school on February 12, 2008. According to friends, Larry was murdered because of his sexual orientation and gender expression. This is absolutely appalling and unacceptable. Murdering someone because they’re gay is completely sending the wrong message, and we need to change that message.
The NEA claims to be committed to reversing these trends and addressing the needs of gay, lesbian, bisexual, and transgendered students.
“There is only one real issue for educators: We are responsible for our students' safety and education. We must ensure that everyone is given the opportunity to achieve and thrive.” -National Education Association (NEA)
I recently interviewed a student from Salem State College who is a lesbian. She has had an interesting journey in her years here. She was kind enough to take the time to share with me some extremely personal encounters and injustices which she has experienced. Along with those experiences comes her insight…
KRISTA: Were your professors aware of your sexual orientation? If so, have you ever been made to feel uncomfortable or discriminated against because of it?
HEATHER: “There have been times where a professor knew about my sexual orientation, and didn’t necessarily treat me one way or the other… but instead, they said nothing to me…Ultimately, I was made to feel judged by their not talking to me. I wouldn’t say that being “out” to my professors that peers have hindered my entire education, but it has definitely made an impact in certain classes.”
KRISTA: Has your appearance ever been judged based on your sexuality – i.e.- Feeling like the elephant in the room? Or “looking gay”?
HEATHER: “My appearance has never been an issue. I never considered myself to “look” gay, I dress “normally”, my hair was long and kept, and I listen to varieties of music – not the “typical lesbian music.” Then, last march, I shaved my head bald for a children’s cancer benefit (St. Baldrick’s Foundation), and learned what so many lesbians are faced with on a daily basis, discrimination based on appearance. I could no longer walk through a store’s entrance without being stared at. Instead of a warm welcome, I was met with no greeting and stares. Because of this, I told professors and classmates WHY I shaved my head – making any and every effort to direct their attention AWAY from the possibility that I did it because I was gay. The response I got was both positive and supportive – until I got to the next semester. I returned to classes that fall with partially grown out hair and then the looks continued, this time, in a more negative light. I found myself for the first time starting to feel self-conscious about my hair as well as who I was. I, in a course of time, was more frequently referred to as a dyke, or lesbian, (in front of professors) more so than I ever have. In the 9 months since I shaved my head, I can honestly say, it changed the way I saw myself entirely. What started off as a good gesture to raise money, became a “statement” –in others opinion—to advertise my lifestyle. Though teachers never made comments about my appearance, I have definitely felt like the elephant in the room on occasion. My biggest issue with this, I guess, is that they [professors] never treated me any different when I didn’t ‘look like a lesbian’, but now that I do, I feel that I am definitely looked upon differently.”
KRISTA: Do you feel you are hindered as far as academic opportunities are concerned?
HEATHER: “…Honestly, yes. If a professor knows about my sexuality or sexual preference, I feel like that is one more factor on which they are going to base their decision on. Whether that is a justified fear or not, it is still there. Like any discrimination fear (based on race, language, etc), it stems from truth; [and that truth is] not everyone is accepting of the LGBT community….[that’s] one thing I hope will grow lesser with time.”
KRISTA: What would you change, if anything, in the classroom to ensure the safety of the students of the GLBT community?
HEATHER: “…In the big picture, I think we [state-wise] have come a long way in the GLBT community, but despite that, there is a long way still to go. I think schools (Salem State specifically) are doing a good job of at least putting the issues OUT there – no pun intended. With events such as PRIDE week, GLBT awareness month, Day of Silence, and Blue Jeans, the school is making an effort to publicize the rights of the GLBT community – as well exposing the issues that encompass it. Something I think that could be improved upon would be educating the PROFESSORS. We, as a student body are exposed to these events and are presented with opportunities to learn about [this], and I feel that it is important for the faculty to be educated as well. Many of these professors have been teaching a very long time, or at least long enough to see the change in acceptance to the gay community. It is important for everyone, not just our peers, to be exposed (educated?) on these issues.”
KRISTA: Do you think there should be a higher tolerance level of the GLBT community?
HEATHER: “No. I do not think being gay, [GLBT] is something that should be tolerated. Much like being black isn’t something that’s tolerated. People would probably be offended by that, but it’s true. Over time, acceptance will either come, or it won’t. But tolerance is one thing that I would never want, or ask, of anyone.”
As for my Personal Model of Education, I believe that education is vastly improving. For example, technology has advanced tremendously. Education is the embodiment of community. The ultimate goal of my personal model of education is to foster communities of lifelong learners, where cooperation and intellect are valued. Within these communities, decisions will be made by those in the best position to make them-by students, teachers, and educational administrators. My goal would be for schools to experiment with new organizational structures, new forms of governance, and new uses of technology that are designed to reflect today’s [modern] society. Giving it the opportunity to accelerate dramatically. As technology becomes more powerful and plentiful, the need for a more new and improved model of education, schools will be caught up by irresistible forces of change.
