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Cool backdrop.

I have always addressed homophobia in the classroom... I can remember the first time in 1992!

In all of these instances... or when somebody uses some other slur... the best thing is that other students jump in. It's that peer example, not professorial admonishment, that sets a tone of inclusion. Thank the gods for that-- it's always, always worked out that students leap in and I steer, not lead or dominate, the conversation.

Maybe it's different with some of the demographic situations in our classes now?

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Use slurs and confrontations as discussion prompts.  Choose education over repression and confrontation. In the Alan Turing example, point out that sexual orientation must not be a deteminant of hurtful judgments or dismissals. 

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Use slurs and confrontations as discussion prompts.  Choose education over repression and confrontation. In the Alan Turing example, point out that sexual orientation must not be a deteminant of hurtful judgments or dismissals. 

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Depending on the context it may be a good time to introduce inclusive language in the classroom. You could clearly communicate that the classroom is a safe and inclusive space where all students are valued. Set expectations for respectful behavior and ensure that everyone feels comfortable expressing their thoughts. You could also use this incident to address microaggressions as a teachable moments to foster understanding and awareness. Instead of cutting the conversation off, expand and use it to teach and tie to content in

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Listen class, Mr. Turing (I think that was his name) identified as a gay man. Everyone is free to identify as they feel comfortable. We respect everyone. We do not laugh at anyone. This space is a safe space for all.

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I have not run into this problem as of yet however I will be more likely to consider my response more carefully when it presents itself. I have on a few occasions purposefully selected more inclusive slides to educate and inform my students as to my personal tolerance and acceptance of identity.

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Within the first seminar when students talk about their country of origin, we pull up maps to show where they have lived and then those that wish share something about their home that is important or unique to them.

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Have students in the first seminar include on their name card which name they wish to be called and pronouns they use - this is voluntary. We also have a discussion on the reasons it is important not to assume names and pronouns based on appearance and/or previous information a person may have about another individual.

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Participation in Campus and Community Events

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Participation in Campus and Community Events

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Talk and post about campus and community events that are free and available to students related to festive occasions, but also educational awareness and social issues. Ie. National Day for Truth and Reconciliation/Orange Shirt Day, Day of Pink, 16 Days of Activism Against Gender Based Violence, Transgender Day of Remembrance, White Ribbon Campaign, Human Rights Day, etc.

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1) I feel irritated by the teacher's response because while it shuts down potential further negative comments, it goes against our responsibility to try to maintain safety in the learning environment. There was a real opportunity for learning, understanding, and sending a message that discriminatory comments about someone's sexual orientation will be addressed.

2) Those that identify as heterosexual may not even see the comment as a problem because they do not necessarily face ridicule or abuse or state control related to their orientation. They may even respond to a challenge by the teacher or other students with "that was a joke". However, those that identify with the 2SLGBTQ+ community, may believe that this is yet another sanctioned incident of homophobia and that even in a classroom of higher learning they cannot ever feel safe or safe enough to share personal information about themselves. It may also make them afraid to participate or do group work with classmates.

3) When I was younger, I might have not said anything out loud due to fear of some kind of negative response or fear of being rejected by my classmates. If I was a student now, I would ask "why is that relevant and why are you laughing about that?"

4) Because I already go over conduct in the classroom, if I were the teacher, I would remind the class of examples of respect from the learning environment document and ask if the comment was in keeping with the expectations about behaviour we have in the classroom. Potentially, this could lead to a discussion about the impact unintentional comments about race, ethnicity, sexual orientation, culture, language, etc. can have on others.

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I've always prided myself as an Ally, and am always reading, talking, asking questions to learn more about how I can improve this. So many notes have been made from all of this EDI training that I will be including in my seminar slides, classroom discussions, my assessments and more

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Setting Ground Rules in the first class is important

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Setting Ground Rules in the first class is important

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I think it is important to set the ground rules in the first class of the semester.  Then if this situation happens in the class, I would address it as an inappropriate comment and remind everyone that in this classroom, we respect and value everyone’s privacy and choices.  Its important to create a positive and inclusive environment so that everyone feels comfortable and ready to learn.

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I think the way forward starts in our very first class. We need to establish from the beginning that respect is key in the classroom when it comes to diversity.

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Set tone early on and offer restoration as seen needed or requested.

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Set tone early on and offer restoration as seen needed or requested.

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Prevent: Consider creation of a program specific language matters charter; include field specific considerations. Set clear expectations regarding dignity and worth of each person. Review how to challenge and be challenged - brave spaces mean we are willing to uncomfortable because their is safety in relationship.

Intervene: Disrupt and educate all the time as a philosophy of the classroom.

Restore: Create processes to re-establish felt safety.

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I would try to use this as a teaching opportunity. Remind students of the inclusive classroom environment and the impact of these actions on the environment.

Review what a safe space looks like for all, regardless of how anyone identifies.

Anchor in "Language effects attitudes, and attitudes effect actions".

Ask for a re-commitment to making this a safe space and inclusive learning environment for all.

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I do not think the teacher in the scenario should have dismissed the comment and reaction, even if it was felt in that moment that it was irrelevant. Huge teachable moment here that needed to be utilized, not only to promote a safe environment in the class and on campus, but for the future and wide spread community. The more often moments like that are addressed, the better our society will become.

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In this scenario it is easy to want to close doors and avoid challenging topics out of fear of reprisal and mishandling of care for all students. Yet, because it has occurred, it is worth the risk for all students to understand whether the use of the term "gay" in this particular moment appeared to be communicated in a manner that some may experience as degrading or as oppressive. Then to see this moment as a great learning opportunity for everyone. It is important to about being culturally sensitive and compassionate to everyone. You want everyone to see this as an opportunity to learn and grow as well as realize the way things are said matters. The key here is to learn about tone, volume and cadence. The timing of what was said and why it was said, and then how others may interpret the meaning behind the way it was stated. Then this is a moment to model how to properly share it and then do some in-class learning to discover if in fact the individual identified, as a gay person, and if so, what that actually meant to them, and why they came out about sharing this information. The key to this moment, is not running or hiding from it or punitively shutting it down, because in the end that does not assist everyone in learning and growing and embracing community of difference.

Then at the end express the importance of creating a community of safety and how are we as a small community going to make this space for everyone to be who they are and to know they are respected for their views, beliefs and practices within this classroom community place that we are all sharing in and growing into together.

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Re: Alan Turing Example

Often these are the moments where true learning can happen, learning that feels authentic and is responsive. We get stuck in lesson plans sometimes and fail to pursue these opportunities; the contradiction is that the rigidity of a lesson plan can thwart real learning. I think education should be much more responsive to the conversations and comments that arise in the classroom.

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I would ackn owledge that it might b the case and ask if it ake sany difference to the topic

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I would ackn owledge that it might b the case and ask if it ake sany difference to the topic

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An instructor who is embracing allyship has various options in this situation to create a learning environment where all students can experience a sense of belonging.

If this occurred in my classroom, I would acknowledge the question - Turing's experience of overt discrimination amplifies the teachable moment offered here as this is not just about appropriate language, it is also about how we honour the stories and experiences of people who have experienced oppression and marginalization. This also offers an opportunity to respectfully and clearly address the response - recognizing that the laughter may be due to students' discomfort and lack of exposure to open discussion about sexuality.

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The classroom shall be a safe, respectful learning environment for all including the instructor!

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At the beginning of the semester and throughout the semester I discuss respect. What it is entails and some scenario's when the classroom space or members are not respected. Open conversations, making lists of scenario often opens students eye's and sets the tone for class etiquette.

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Unfortunately, when someone is separated from a person of difference, be it gender identity, sexual orientation, to whatever, by history or not knowing them personally, it is easier to be malicious or disrespectful. This distancing becomes exacerbated by Social Media where someone can type vitriol behind a screen without ever having to confront the person, say something to their face, see the impact of their comment or joke on the person. In some situations, restorative practice can be very effective in allowing an offender/aggressor to see the person they are victimizing or maligning, to hear how their comment or behaviour has affected them, to see who their allies are, to see the humanity of the person before their "identity and assumptions get in the way.

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There is always another way forward... How else could the teacher have handled this? Your Response: The teacher could have acknowledged the truth of the answer (Turing was gay) then redirected the conversation to ask why that was relevant and how Turing's sexual orientation negatively impacted his career and his life in a time that homosexuality was criminalized.

It's also an opportunity to discuss respect and inclusion in the classroom and point out that the classroom should be respectful where everyone's identities and perspectives are valued.

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I teach biology courses and find that students frequently interchange the terms "sex" and "gender". For our learning outcomes we're specifically talking about the sex of an animal (i.e., the set of biological attributes using the definition from CIHR https://cihr-irsc.gc.ca/e/48642.html).

Sometimes the students are just making a mistake and using the wrong term. In other cases, it's intentional as an inappropriate joke about gender identity. In both those cases, I've responded factually with an explanation of the difference between sex and gender and why it is important to use the correct term. In the latter case, I also privately point out to the student that their comment was note appropriate and why.

I've now included definitions of sex and gender in the appropriate course material to address this head on.

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The teacher could have addressed the student's comment by stating the student was correct. Turing was persecuted for being homosexual during a time when homosexuality was illegal. The teacher could have allowed further discussion of Turing's plight in a respectable way so all students feel included in the discussion.