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Real Life Images of Gender Nonconforming Individuals

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Real Life Images of Gender Nonconforming Individuals

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The images are derived from multiple articles concerning the LGBTQ+ community, specifically gender non-binary individuals. This is connected to the enduring understanding of students reflecting upon their understanding of gender roles. Students will be given images of people going against what society deems as feminine and masculine.

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Grades: 4th through 6th
Learning Objectives:
- Students will understand how gender roles are constructed.
- Students will reflect upon their understanding of gender roles.
- Students will understand how gender roles affect an individual.
- Students will understand that individuals choose how they identify.
- Students will understand how to treat individuals who do not conform to gender stereotypes.
- Students will understand how to respectfully have a conversation regarding gender stereotypes.
- Students will be able to connect gender stereotypes to stereotypes of other communities.
- Students will understand  how gender nonconforming individuals are treated in a heteronormative society.

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We live in a heteronormative society that often makes the queer children in our classrooms feel isolated. Children are not exposed to the LGBT+ community and are forced to create an opinion about a diverse group of individuals based on hearsay. I decided to use my thematic literature project to research the benefits of "queering the curriculum" and educating our students on the LGBT+ community. The Padlet I have created gives other educators access to literature that questions gender stereotypes, what it means to be gender nonconforming, and provides research on the effects of introducing children to queer literature in elementary school. I have provided a book list with a variety of genres that tackles the theme of gender roles and what it means to be queer.

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Juxtaposing William and Graciela: Exploring Gender Nonconformity through Drama-Based Pedagogy in a Dual-Language Classroom

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Juxtaposing William and Graciela: Exploring Gender Nonconformity through Drama-Based Pedagogy in a Dual-Language Classroom

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As I did a queer reading of some children's literature, I focused on gender roles. Specifically, I analyzed the ways in which characters in a story defied gender roles and what was considered the norm for their assigned gender. It is important to note that gender is a societal construct and has no biological basis. Society has decided what is considered both feminine and masculine; this is what has led to creating what is now considered heteronormativity. Throughout the stories I have chosen we see how characters fit or break free from these molds.

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The graphic novel As the Crow Flies by Melanie Gillman depicts the experiences of Charlie, a queer African American teenage girl, at an all girls summer camp. The camp was created on the basis of feminism, Christianity, and women empowerment. Charlie spends much of her time at camp questioning her sexuality and sense of identity since the camp is full of white, CIS female leaders who treat Charlie unfairly. Charlie has to endure a lot of micro-aggression and finds solace in fellow campmate Sydney, a transgender girl. The two offer each other a super system throughout their time at the camp as they face the marginalization that most gender nonconforming and LGBTQ+ women face in society.

The novel does a nice job of illustrating the issues that can erupt from excluding individuals who do not fit the gender stereotype. We have these CIS gendered, white feminist who believe they are empowering, but fail to realize they are marginalizing another group of women who is culturally different. This novel connects to my theme of gender roles, particularly the role of women, and how one constructs their gender identity. Sydney is a perfect example of someone who did not feel her gender identity matched her biological sex. Unfortunately, she faced many hardships due to her gender nonconformity.

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I chose to create a Padlet for my thematic literature project because I wanted to use a medium that could grow with me as a learner. I have never heard of using queer theory in the classroom and I wanted to use this project to create a database for the research and literature I gather throughout my studies. I can use this as a resource when I have my own classroom and share it with colleagues who are interested in finding out more about queering the curriculum. Padlet allows me to continue adding and changing as I find more information regarding children's literature.

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Queer theory argues that promoting heterosexuality and gender stereotypes in multimedia and culture as the norm- known as the heteronormative- marginalizes a group of individuals in society (Purdue Owl, 2019).

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Educators use "gender studies and queer theory [to] explore issues of sexuality, power, and marginalized populations (woman [as well as others]) in literature and culture" (Purdue Owl, 2019); this allows us to give students the tools necessary to question what society deems is normal. It also empowers students who may identify as queer or those who feel they do not fit the gender stereotype associated with their biological sex.

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I felt it was important for students to learn that all individuals are valid even if they do not conform to what society considers is the norm. It is important to expose children to the concept of gender roles at this age when they are trying to figure out who they are as individuals. I want to give students the knowledge necessary to treat nonconforming individuals with respect and acceptance. As a reader, I wish I was exposed to literature that did not fit the heteronormative since I am a queer and a person of color. In order to create a culturally inclusive environment we must give students the vocabulary and knowledge necessary to accept all people despite differences.

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Queer(y)ing Culture through Professional Learning Communities: A Reimagining of Culturally Relevant and Responsive Pedagogy

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Queer(y)ing Culture through Professional Learning Communities: A Reimagining of Culturally Relevant and Responsive Pedagogy

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Queer(y)ing Culture through Professional Learning Communities- A Reimagining of Culturally Relevant and Responsive Pedagogy

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Queering Bilingual Teaching in Elementary Schools and in Bilingual Teacher Education

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Queering Bilingual Teaching in Elementary Schools and in Bilingual Teacher Education

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Queering Bilingual Teaching in Elementary Schools and in Bilingual Teacher Education

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Exploring the Contribution of Teaching and Learning Processes in the Construction of Students' Gender Identity in Early Year Classrooms

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Exploring the Contribution of Teaching and Learning Processes in the Construction of Students' Gender Identity in Early Year Classrooms

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Exploring the Contribution of Teaching and Learning Processes in the Construction of Students' Gender Identity in Early Year Classrooms

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Baig, A. (2014). Exploring the Contribution of Teaching and Learning Processes in the Construction of Students’ Gender Identity in Early Year Classrooms. Journal of Education and Educational Development, 1(1), 54–66. Retrieved from https://neiulibrary.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&AuthType=cookie,ip,uid&db=eric&AN=EJ1161466&scope=site

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Caldas, B. (2018). Juxtaposing William and Graciela: Exploring Gender Nonconformity through Drama-Based Pedagogy in a Dual-Language Classroom. TESOL Journal, 9(4), 1–13. Retrieved from https://neiulibrary.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&AuthType=cookie,ip,uid&db=eric&AN=EJ1200754&scope=site

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Center on Halsted. (n.d.). Center on Halsted - Chicago's Lesbian, Gay, Bisexual, Transgender and Queer Community Center. Retrieved from http://www.centeronhalsted.org/

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Gino, A. (2015). George. New York: Scholastic.

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Gillman, M. (2017). As the crow flies. Chicago, IL: Iron Circus Comics.

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Guerrero, C., Shahnazarian, A., & Brown, M. F. (2017). Queer(y)ing Culture through Professional Learning Communities: A Reimagining of Culturally Relevant and Responsive Pedagogy. Penn GSE Perspectives on Urban Education, 13(2). Retrieved from https://neiulibrary.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&AuthType=cookie,ip,uid&db=eric&AN=EJ1143356&scope=site

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Kelly, E. E. (2017) Hello, Universe. Greenwillow Books: New York, NY.

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Purdue Writing Lab. (2019). Gender Studies and Queer Theory // Purdue Writing Lab. Retrieved from https://owl.purdue.edu/owl/subject_specific_writing/writing_in_literature/literary_theory_and_schools_of_criticism/gender_studies_and_queer_theory.html

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Real Stories. (2016, November 22). Transgender Kids (LGBTQ Kids Documentary) - Real Stories. Retrieved from https://youtu.be/qV8b8hsQups

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Super Summary. (n.d.). George Summary. Retrieved from http://www.supersummary.com/george/summary/

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Children’s literature can be used as a vehicle to expose students to a whole new world and validate the experiences of others. Schools are the seedlings of society. It is the responsibility of educators to make sure students have the knowledge necessary to be active members of a culturally diverse society. I believe children’s literature is a tool that allows children to learn about a variety of educational topics without the need of a textbook. These types of novels help not only engage our students, but represent them as well. There are different genres depending on the approach a teacher wants to take on a particular topic as well as the kinds of readers in the classroom. I enjoyed learning about graphic novels and believe those can be useful for reluctant readers. I feel it is important that educators use children’s literature to foster a love for reading in their students.

Throughout the course I have rekindled my love for literature, especially children’s literature. I learned that although the word child is embedded in the term these novels can be enjoyed by all age groups. I do consider myself a visual thinker, but I realized graphic novels are not my favorite genre. As I read it is like a movie in my head and the pictures in graphic novels often differ from those I create in my mind. I prefer books that allow me to view a story from multiple points of view and has depth to a plot. I never thought about how one can also do a queer reading of almost any piece of literature including children’s literature. I find having this skill and being able to switch lenses when reading will help me grow as learner.

As an elementary educator, I have to be knowledgeable about a variety of subjects, which is both fascinating and challenging. The task of teaching a multidisciplinary curriculum seemed daunting at first, but now I feel better prepared to embark on the adventure that is primary education. I learned that the best way to plan for multidisciplinary instruction is to allow the different subjects overlap. For example, I could incorporate language arts into mathematics by using picture books to introduce new concepts. Literacy is necessary for any subject whether it is math, science, social studies, or language arts; it is my job as an educator to teach students literacy skills that will allow them to be academically successful in these areas. When I plan for multidisciplinary instruction I can take what I know my students are learning in one subject and find a way to connect it to another subject; in other words I could plan for a thematic curriculum. The idea is to build on what students already know and have them continue building more knowledge.

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The picture book The Boy and the Bindi is a story, written in verse, about a boy who was fascinated by his mother’s bindi and asked if he could have one of his own. The bindi is an accessory usually worn by Hindu women to help center themselves. The boy’s mother explains the cultural significance of the decorative mark before giving him his own yellow bindi. He finds a spiritual connection to the bindi and it helps him accept his cultural differences from other children his age. The story connects to the theme of gender roles because the boy goes against the gender norms of his culture particularly the custom of women wearing bindis. Instead of questioning the boy's curiosity his mother chose to support his use of a bindi; this relates to the enduring lesson of how to treat individuals who do not conform to gender stereotypes.

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I am Jazz by Jessica Herthel and Jazz Jennings

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I am Jazz by Jessica Herthel and Jazz Jennings

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The picture book I am Jazz by Jessica Herthel and Jazz Jennings is based on the real life experiences of Jazz Jennings, a young transgender girl. The story begins with Jazz telling readers about her interest all seemingly girly, but we soon come to find out out she was born a boy. Jazz describe how she never fit the norm of what it meant to be a boy and would tell her parents that she was a girl. She felt uncomfortable in boy’s clothing and was not necessarily interested in activities associated with masculinity. One day, Jazz’s parents take her to the doctor where they are told that she is transgender. Although her parents were supportive of her transition, other individuals tried to force her to conform because they did not understand her gender identity. Jazz has come to embrace her differences and use it to help empower other trans individuals. This connects to my theme of gender roles because although Jazz was born male she never fit the boy stereotype. Her interests and preferences were more feminine and she identified as a girl. She constructed her own gender identity and her parents supported her in expressing her true identity.

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Your San Francisco Bay Area local news source plus the latest in sports, culture, weather, food and drink, politics, real estate, Lake Tahoe and California Parks.

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The novel George by Alex Gino follows the life of Melissa a fourth grader who struggles with her identity as a girl. Melissa was born a male and is referred to as George by her classmates and family; however, she knows in her heart that she is a girl. Ms. Udell, her fourth grade teacher, announces that the class will be doing a play adaptation of the classic Charlotte’s Web by E. B. White. Melissa is faced with an internal struggle as she wants to audition for the part of Charlotte, but is afraid of the backlash she may receive because it is a female role. Melissa confides in her friend Kelly that she is, in fact, a girl; the two work together to get Melissa the role of Charlotte.  On the day of the play, Kelley and Melissa switch roles without telling Ms. Udell. Melissa comes out to her family as a female and is finally able to begin her life with more confidence in her identity (Super Summary, n.d.). The novel follows my theme of gender roles because it depicts the struggles of being gender nonconforming and the importance of a good support system.

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The novel Hello, Universe by Erin Entrada Kelly follows the lives of Virgil, Valencia, Kaori, and Chet as fate forces their paths to cross one day the summer after the sixth grade. Virgili comes across as meek and timid compared to his family causing him to feel insecure. A subplot of the story involves Virgil’s romantic feelings for Valencia, a deaf girl afraid of being alone. Both Virgil and Valencia seek guidance from Kaori, a girl who believes she can see the future. On the way to Kaori’s house Virgil crosses paths with class bully, Chet, who antagonizes him endlessly throughout the story. Chet takes his prank too far and Virgil ends up trapped in a well. During his time in the well, Virgil came to the realization that he has to put aside his insecurities and stand up for himself. Kaori and Valencia all become end up becoming good friends with Virgil after they help him escape the well.

This connects to my theme of gender roles because Virgil is the complete opposite of what one considers masculine and constantly compares himself to the male characters that do fit the gender stereotype. We also have Chet who is plagued by a need to please his father which results in a hatred for anything that he considers does not fit the norm. Chet is the epitome of toxic masculinity.

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Video: Transgender Kids (LGBTQ+ Kids Documentary) - Real Stories

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Video: Transgender Kids (LGBTQ+ Kids Documentary) - Real Stories

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The documentary follows the lives of three transgender youths and follows their everyday life. The stories provide accounts of children feeling as though they were born in the wrong body and parents who supported their child's transformation. The documentary is connected to the objectives of understanding how gender roles are constructed, how they affect an individual, and how to treat individuals who are gender nonconforming. Through this documentary students will also understand that individuals choose how they identify and how that choice is influenced by a heteronormative society.

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Transgender Kids (LGBT Documentary) - Real Stories

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The Center is an excellent resource for educators as it offers tours of the institution as well as guest speakers. For this unit I would bring a gender nonconforming guest speaker in the classroom; the students would participate in a Q&A session with the individual. This is related to the enduring understandings of how to treat an individual who is gender nonconforming and how to have a respectful conversation regarding gender stereotypes; it also allows students to gain a first-hand account of how gender roles may affect an individual.

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I would begin the unit with a gallery walk including real life images of gender nonconforming individuals. In providing these images I am hoping students will begin to reflect on their current understanding of gender stereotypes- one of my enduring understandings. The gallery walk will give the students an opportunity to understand the people they will encounter in the upcoming readings. I would have the images pasted on a piece of easel paper. Students would walk and write notes regarding what came to mind when viewing the images on a post-it. They would then place the post-it with their notes on the easel paper. I believe this strategy is effective in engaging students, especially English Language Learners and students with a learning disability. The activity gives students the opportunity to interpret the images in the manner that fits them best; it does not require extensive reading or writing. Students now have images in their memory that they can refer back to when reading novels like George, which contains gender non-conforming characters.

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I would use this strategy with scenes from the novels Hello, Universe and George since they do not contain any imagery. Students often find it difficult to picture situations they have not experienced before or lack the proper vocabulary to understand fully. I would use this strategies to place students in the roles of the ally and the oppressor. I would pair students up and have one student "bully" the other student due to a gender stereotype (ie. a male playing with dolls, a female playing sports, etc.). The students will be given a brief scene relating to moments in both novels when the protagonist was victimized for exhibiting characteristics that went against their gender stereotype. Students with learning disabilities and english language learners will be able to gain a more conceptual understanding of the novels and troubles faced by these individuals through these scenes; it relies less on language and gives students the opportunity to express themselves through facial expressions and body movement connected to overarching ideas thematic ideas of gender. This strategy is connected to the learning objectives of having students understand how to treat individuals who do not conform to gender stereotypes and  how gender nonconforming individuals are treated in a heteronormative society.

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I would use this strategy with the shorter pieces of children's literature I have included in my unit such as The Boy and the Bindi and I Am Jazz. The strategy gives students the opportunity to sit and enjoy a story while still being exposed to gender nonconforming individuals. The theme of gender roles requires a certain level of maturity from students and a quick read aloud in between more challenging lessons is necessary to keep students engaged. The reason I chose the picture books The Boy and the Bindi and I Am Jazz is because I believe the imagery is beautiful and the experiences of the protagonists are unique to those of different cultural groups. The strategy is sensitive to the language needs of ELLs and LD students;the images in the books help scaffold the text and allow students to gain a better understanding of the plot. This strategy is connected to the enduring understandings of connecting to stereotypes of different marginalized groups and understand how individuals construct their gender identity.

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Strategy: Sketch My Way Through The Text

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Strategy: Sketch My Way Through The Text

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I would use this strategy for the novel Hello, Universe and would have students focus on the connection between the characters. I would want students to draw a quick sketch of how they visualize the characters and as we continue reading they will sketch how these characters interact. The interactions are essential to the plot of the novel, but also relate back to my theme of gender roles. Students would take the descriptions of the characters in the novel to create an image and will then decided whether these characteristics are feminine or masculine. I would provide a word bank for my ELLs and LD students to refer to when creating these sketches; I would also gives students an opportunity to share their pieces with classmates. The discussions along with the images can help deepen a student's understanding of text and provides a differentiated form of instruction for learners who are more visually inclined. This strategy is connected to the enduring understandings of students reflecting upon their understanding of gender roles and how to have respectful conversations about gender nonconforming individuals.

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I would use this strategy to have students summarize the graphic novel As the Crow Flies. The use of a graphic novel is helpful for visual learners, ELLs, and LD students because the images help scaffold the text. The strategy requires students to summarize the text in only 140 characters and students will need to be able to identify key points in the text. We live in a tech savvy society and as educators we can use that knowledge to engage our students. Since this unit is aimed towards older students it will make the activity more relevant and students will understand the context of "tweet the text". I would have students work in heterogeneous pairs to come up with a 140 character summary of a section in the book As the Crow Flies on their iPad or cellphone. The technology also gives ELLs and LD students the opportunity to access the internet in case they need to search up words they may not understand or need help translating. This is connected to the enduring understandings of how to treat individuals who do not conform to gender stereotypes and how to connect gender stereotypes to stereotypes of other communities.

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I would use this strategy at the end of the documentary to see how it influenced the students understanding of gender roles and how they affect gender nonconforming individuals. The conversations surrounding the transgender community, especially the youth of that community, requires a certain level of maturity from students. This strategy will give students the opportunity to develop an argument about how they feel about gender construction using what they saw in the documentary and will require them to reflect upon their own biases. I would do a variation of this teaching strategy called "The School Bus". Students will gather in the center known as the school bus and at each stop they will be posed a statement regarding the gender construction and gender roles. When they get off the "bus" they will go to either the right- they strongly agree- or the left- they strongly disagree. After conversing with their groups students will be given the opportunity to discuss why they picked their side with the opposing group using what they have learned from the novels and documentary. This is a great way to get students moving, but also instills the idea of being an up-stander or bystander. The groups will allow LD students and ELLs to verbalize their ideas before sharing them with the class. This strategy is connected to my enduring understandings of how to respectfully have a conversation regarding gender stereotypes and will allow students to  reflect upon their understanding of gender roles and construction.