422 9/10 Discussion by Elizabeth Renaldo

2024-09-10 15:19:07 UTC

In the Sieben and Wallowitz article, Nicole talked about her experience as a first-year teacher and made sure to talk about topics like queer theory as a priority, how can teachers teach social issues that are important but also deal with the hardships at the school or within their coworkers?

huan1679 — 2024-09-10 15:19:52 UTC

I agree that teachers should not shy away from queer topics in the classroom. Me personally, I dread the day that this conversation comes up in my classroom. I don’t believe in telling students that an opinion they have is wrong, or that they can’t say certain things because it is hateful. So, I feel like I would have difficulties facilitating a respectful discussion on the subject matter when some opinions students hold are inherently hateful. I see that I can use it as an opportunity to break down their opinion on the matter, but that often can’t take place in the middle of discussions. So, what should my initial response be to hateful yet sincere contributions to the discussion? How can I react in a way that doesn't shut down the student?

2024-09-10 15:20:36 UTC

1. In chapter 9, one of the ways that it talks about how you should plan a lesson is through and with prepreation for future needs. Depending on what you are teaching there are mutliple different things that you can do to prepare your students for future needs in your lessons. Do you believe that teaching them your content is enough to prepare students, why? What are some ways that you can prepare them not only for college but for them going out into the world to help them their social needs?

2024-09-10 15:22:32 UTC

Sieben & Wallowitz: The authors assert that silence always helps the oppressor. With this in mind, how can teachers speak up against homophobic or transphobic curriculum, school policies, or school norms? When standing up against administration can often result in disciplinary action or job loss, how can teachers balance protecting themselves and their students?

2024-09-10 15:22:38 UTC

In Chapter 1 of Blackburn’s book Interrupting Hate, Blackburn argues that there is value in reading LGBTQ+ themed books in school. These books can open young peoples’ mind to becoming more accepting of others’ views. If you introduced an LBGTQ+ themed book to your class and received hate from your students, how would you respond to your students’ reactions and go about teaching the book?

2024-09-10 15:24:10 UTC

In Figure 1 on page 47, Siebern and Wallowitz share the questionnaire that was given to students that asked common stereotypical/homophobic questions but flipped it by substituting “heterosexual” for “homosexual” to have them reflect on their heteronormative ideologies. What other kinds of activities could we use to have them reflect on their biases? Could this reverse questionnaire also be used for biases about other marginalized groups for effective reflection? Why?