As a first-year English Language Arts teacher, one of my main goals this spring/summer was to establish a classroom library. As I gathered supplies and materials for my classroom, I prioritized books over everything else. I wanted to make reading accessible and enticing. I spent countless hours searching for books and loading them into my online classroom library using BookSource, a personalized library database. I had prided myself on the inclusivity of my collection, so I was shocked to find that the analysis application on BookSource found my collection to be lacking diversity. I spent the beginning of the summer collecting young adult novels written by Black and Brown authors, expanding the voices in my library. However, my inclusivity rating on BookSource still hadn’t grown as much as I would have liked, and I couldn’t shake the feeling that something was missing. It wasn’t until I walked into my local bookstore late June that I realized what it was. As I was greeted by rainbow flags and tabs tabled “Pride Reads” I realized that I did not have a single novel with a queer or transgender character. This lapse wasn’t limited to my classroom collection, but also extended through my personal library. In fact, at that moment I couldn’t think of a single text that I had read the featured a queer character. This shocked me not only as an educator that considers inclusive teaching their number one priority, but as a proud member of the LGBTQP+ community. My quick stop into the bookstore turned into a relatively long visit. With help from the staff, I left that with five new titles and one echoing question: What would have been different if I had read a book about someone like me in school?
The Language
Before discussing the role of Queer literature in the classroom it is important to have an understanding of the terminology that surrounds the topic, especially if this topic is new or unfamiliar to you. Our understanding of sexuality, gender, and attraction has developed greatly over recent years. The most common term used when discussing nonheteronormative identities is LGBT (Lesbian, Gay, Bisexual, Transgender). However, it is important to remember that sexuality, gender, and attraction are complicated topics with a vast array of identities that are not all represented by those four letters. Some have extended the acronym to LGBTQ+ (Lesbian, Gay, Bisexual, Transgender, Questioning/Queer) with the plus sign meant to include other identities not specifically mentioned. Others have switched to different terms like QUILTBAG (Queer/Questioning, Undecided, Intersex, Lesbian, Trans, Bisexual, Asexual, Gay). However, some have argued that this term still excludes identities such as Pansexual and Nonbinary. Language is complex and ever-changing, the most important thing to remember is to always be respectful in our discussion. As we learn and grow to become more inclusive as a society our language does too. For the purpose of this discussion, I’ll be using the general term Queer to represent those who are not heterosexual* and/or cisgender**. Aligned with that, Queer literature is a selection of texts that prominently features Queer characters and/or is written by Queer authors.
The Need
Every educator should understand the importance of representation and inclusivity in the classroom. This need is particularly relevant for Queer children. Whether closeted or proudly out Queer children commonly experience a sense of extreme isolation. This is often due to a lack of visibility in mainstream media and representation in their own lives, along with the public critique of their very existence. This has extremely dangerous and damaging consequences. According to the Trevor Project Lesbian, Gay, and Bisexual children are “almost five times as likely to have attempted suicide compared to heterosexual youth”. According to the GLSEN National School Climate Survey, 83.7% of Transgender students experience bullying and harassment in schools. These are devastating facts that require a response from educators and the education system as a whole. The same survey also reported that in schools with “LGBTQ inclusive curriculum” only 41.8% of Queer students felt unsafe compared to the standard 63.3% of Queer students that reported feeling unsafe (GLSEN). This shows that representation in curriculum does make a difference. However, it also shows that we still have a very long way to go in order to make sure that our schools provide a sense of security for every student.
The Effect
Queer literature in the classroom benefits both straight and Queer students. Queer students gain a sense of representation, something that is often lacking. They are able to see characters that reflect them, which can then lighten the feeling of isolation. This allows students the chance to feel less alone. Adolescence is a time of development, exploration, and growth. It is often very confusing, especially for Queer children. Having diverse literature allows students to look through varying perspectives and discover a better understanding of themselves. Queer literature can be beneficial for straight and cisgender students because it allows them to take on a perspective other than their own. It can help them better understand their peers and expose them to the challenges of Queer people that they wouldn’t otherwise experience. This creates room for increased empathy, understanding, and acceptance. Additionally, stories with Queer characters normalize the existence of Queerness in our society. To quote Alex Gino, author of George and Rick, we should fill our classroom with “stories that reflect the diversity and complexity of being alive”. Exposure and access to Queer literature can greatly benefit our students, a lack of diversity in our literature can only be detrimental.
As a classroom teacher, there are multiple ways we can work to bring Queer literature into the classroom. We can advocate for a more inclusive curriculum, expand our classroom libraries, and monitor our own practices to ensure that we are providing the most meaningful education possible for every student. Though inclusive curriculum is a necessary expansion for our school systems, change first begins in our classrooms. Take time to reflect on the language you use, the texts you teach, and the books you personally read. Who is represented? Who is left behind? To end this post I want to reflect on the question I asked in the first paragraph. What would have been different if I had read a book about someone like me in school? Though I have been mostly out for several years now it was reading Alex Gino’s middle grade books, George and Rick, that made me decide to come out to my family at the ripe old age of 22. So though it's hard to answer that question definitively, my best answer is- a lot.
Additional Resources
*A person who is only physically and romantically attracted to the opposite sex
**A person whose gender aligns with their birth sex
Comments