"Queering" Moral Education

Megan Gossling

Colby College

December 2001

Wherever it has been established that it is shameful

to be involved in homosexual relationships, this is due to

evil on the part of legislators, to despotism on the part of

the rules, and to cowardice on the part of the governed.

-Plato

Society is currently arguing over how to address the issue of violence against homosexuals. Many educators and activists suggest that the educational systems nationwide address the issues of sexual orientation in classrooms to combat stereotypes and myths that lead to violence against homosexuals. Within this debate, there is controversy about when to deploy educational stratagems regarding sexual orientation. In order to productively dispel stereotypes, it is necessary that queer issues be implemented into the elementary school curriculum.

In considering the addition of queer issues into elementary education this paper includes a definition of queer issues. A discussion of why queer issues must be taught follows its explanation. In addition, arguments against queer education are looked at and refuted. Finally, ways to implement queer education into elementary school curricula are discussed. In reading over the following information it is imperative to keep in mind that the goal in including queer issues in education is that students recognize diversity in their community, culture, and classroom as well as accept and appreciate these differences.

WHAT ARE QUEER ISSUES?

Before teaching about queer issues it is important to define exactly what these issues are. Queer issues encompass topics, concerns, and questions relating to the GLBITTQ (Gay, Lesbian, Bisexual, Intersexual, Transsexual, Transgendered, and Queer) community. It is these aspects of the GLBITTQ community that are the focus of what needs to be included in school curricula across the nation. Most important in teaching queer issues within curricula is that students learn about diversity and how their behavior affects the lives of others, especially those who are different.

It is hard to define exactly which issues are most important to focus on and discuss in curricula. "Lesbian and gay studies means many things to people, at different times, in different countries. In fact, it often seems easier to define what it is not rather than what it is," (Weeks, 2000, pp. 2). Overall the issues that should be included in curricula, in some form at all grade levels, is the lives of GLBITTQ people, including their identities, their experiences of oppression, and their struggles for recognition. In addition, curriculum should include ways to live with these differences. Furthermore, the rights for GLBITTQ community should be discussed, especially the right for all people to be treated equally and fairly. Curriculum should lead students to question the heterosexual norm that is presented in this culture and how that makes other people feel who are different.

All teachers should be educated about queer issues before incorporating them into their classes. As any other subject in schools, students should be taught the most basic foundations of queer theory and then provided with more information as the years progress. In elementary education, the fundamental queer issue that should be taught is that our society is filled with diverse cultures and families and it is important to include and treat everyone equally and fairly. Lev Vygotsky coined the term known as scaffolding. It suggests that educators and parents work with children, not expecting them to deal with concepts far outside their cognitive abilities, but push them just above their ability where they can be helped by adults to understand and master the social and cognitive world (Corsini, 1999).

CONSIDERING THE OTHER SIDE

Not everyone is going to agree with including queer issues into curricula. There are four main arguments against teaching queer issues within public schools. The first argument is that teaching queer issues recruit children to become gay or lesbian. The second issue against queer education is that values should not be taught in education. The third argument is that promoting sexual orientation other than heterosexuality is immoral because homosexuality is wrong. Last, many individuals believe that parents should have the right to decide what their children should and should not be taught. These arguments are pervasive in society for many reasons. There are rising numbers of gay activists within this nation. However, even with increasing numbers of gay rights supporters, it is hard for the minority to push against the oppressing majority. Second, homophobic myths and societal norms are presented throughout the media and have become a part of traditional values within our culture. The only way to combat these myths and societal ignorance is through education.

One myth of homosexuality happens to be the very argument that many protest against teaching queer issues within public school systems. Research shows time and time again that children do not become homosexual through the teachings of others. MacGillivray’s 2000 study argues that there is:

Furthermore, Golombok illustrates in her 1996 study that there is no significant difference in sexual orientation between children reared in lesbian families and children reared in heterosexual families. Lifestyle and teachings do not predict or influence sexual orientation.

The second argument against queer instruction is that values should not be taught in school. However, values are being taught in every lesson. The fact that parents are concerned about the values that are imposed upon their children is good. However, to believe that public schools do not teach values is ignorant (MacGillvray, 2000). They teach values by reinforcing the status quo.

In contrast, the religious right believes that values should be taught in schools, however, the "right" ones must be taught. This became evident in 1992-1993 when Joseph Fernandez, the Chancellor of the New York City public school system founded The Children of the Rainbow, which was a curriculum centered on multicultural issues. One goal of the curriculum was to teach children about gay families and to teach them respect and appreciation for GLBTTIQ people. This curriculum was targeted for the elementary schools in New York City (Lugg, 1998). Unfortunately, Fernandez was asked to step down from chancellor and the curriculum was suspended. The religious right believed that education, which focused on queer issues, included values that they were adamantly against. The religious right played a central role in Fernandez’s departure from his position in the New York public school system.

The problem with the religious right position is that that the religious right does not believe in public education in the first place (Galst, 1994). "Many of the organizations advise members not to put their children in public schools, they recommend home schooling or Christian academies," (1994, pp. 61). In such far right views it is important that one consider that public education may not support such rigid dogma. Therefore, one should not place their children in the public school setting, but instead in an institution that can provide and support one’s own religious values. Ronald Regan, known as a conservative politician, was quoted saying that the proposals against the religious right had, "the potential for real mischief and that innocent lives could be ruined," (Harbeck, 1992). Teaching about all of society includes gay and lesbian issues. As teaching about different cultures does not enlist children as members, gay and lesbian issues do not either.

The third argument against incorporating queer issues into the school curriculum is that homosexuality is wrong and immoral and should not even be considered much less discussed in a classroom. It is important in refuting this position to consider that regardless of whether homosexuality is wrong it exists in society and it is not going away. Sexual orientation is the cause of ridicule and harassment to many individuals. For example, on February 2, 1996, Barry Loukaitis was gunned down by a fellow student in retaliation for months of being called a "faggot," (Jennings, 1998). On December 1, 1997, Michael Carneal killed three students and wounded five more after months of harassment following a publication in a student newspaper, which rumored that Carneal was gay (Jennings, 1998). May 22, 1998 Matthew Santoni stabbed a peer to death after months of being called a "faggot" by a group of fellow students (Jennings, 1998). On October 12, 1998 Mathew Shepard died after being beaten and tortured by two men in Wyoming due to their repulsion of Shepard’s sexual orientation (Brown, 1998). Our schools need to be a safe environment for all people. Hate crimes against gay and lesbian citizens has risen 260% from 1988 through 1996, (Brown, 1998). It is imperative that these issues are discussed. The moral implications of whether homosexuality is right or wrong are peripheral to the essential message of acceptance of our diverse culture.

The fourth argument against queer education is that parents should have a say in what their children are exposed to in the classroom. This is the most difficult argument to contest. Parents should have a say in what their children are being taught in school. However, before parents refuse the teaching of queer issues, community meetings should be held to inform parents of the aspects of the curriculum in order to ease any tensions. Alliances should be made with churches and community organizations to aid in the facilitation of presenting queer issues in school. Parents should be made aware that it is not the advocation of homosexuality that is being taught, but the respect for all students and aspects of society that is being promoted. Parents should still have the right to excuse their children from these days where such issues are addressed, however, with the knowledge that it is detrimental to the full education of the student.

Queer education is not about sexual behavior. Teachers should not stand in front of an elementary school classroom and discuss sexual rituals of anyone regardless of their sexual orientation. The goal of teaching queer issues within education is to avoid heteronormativity. Queering education forces students to consider the feelings of their peers, to learn about the diverse nature of individuals and families in their community, and to appreciate and respect difference.

WHY QUEER ISSUES NEED TO BE TAUGHT

Queer issues should be taught in schools not only to dispel stereotypes, with the purpose of avoiding violence towards others, but also in order to avoid violence towards oneself. Currently, 20% of gay and lesbian youth report that they are being verbally abused by their mother and 14% report this same abuse from their fathers (Savin & Williams, 1994). Forty-six percent of GLBITTQ youth experience violent events carried out by a family member due to their sexual orientation (Hunter, 1990), 26% are forced to leave home (Remafedi, 1991), 30%-70% experience verbal and physical abuse at school (Savin & Williams, 1994; Remafedi, 1991), and 28% drop out of school (Savin & Williams, 1994).

These statistics, caused by the disposition of current societal attitudes creates high rates of alcoholism, HIV/AIDS infection, homelessness, sexual promiscuity (often for economic reasons), decrease in self-esteem, feelings of isolation, and thoughts of suicide (Harbeck, 1997). More disturbing is that 30% of suicides are over GLBITTQ issues. It is not being a GLBITTQ youth which causes one to consider suicide. "GLBT youth are not inherently more suicidal or depressed than their heterosexual peers," but instead these acts and feelings are consequences of the "three most important social institutions that are charged with the welfare of the youth- family, school, and church/synagogue," (Harbeck, 1997, pp. 6). These institutions are most often the sources of the harm done and rejection felt by GLBITTQ youth. Public schools have the opportunity to change that.

Students have learned that during the time when they are questioning their sexuality they cannot depend on or trust their education or health care providers in responding to their issues with compassion and in a non-judgmental manner (Harbeck, 1997). This is especially distressing considering that public schools are supposed to grant each child with the same right to education as well as a learning environment where each child is treated with dignity and respect. The fourteenth amendment of The Constitution of the United States implies that GLBITTQ youth deserve, and should by law receive, the same rights as every other citizen in the nation. However, discussion about GLBITTQ issues is being avoided and the rights of GLBITTQ individuals are being infringed upon. By bringing issues into our educational systems we are building a more democratic society and harnessing freedom and equality for all, the foundation of our country.

It is our responsibility as educators to serve each student. Some advocates of sexual orientation in education argue that in order to ensure the safety of children in the future, sensitive issues and a road of facing conflict must be taken (Bickmore, 1999). "A curriculum that is the product of the lowest common cultural denominator may offend nobody, but it also serves no one," (Sears, 1999, pp. 12). A classroom that ignores difference teaches implicit morals through avoiding controversy, which reinforces the dominant and narrow viewpoints of what is normal. Minimizing difference, a common response in modernist classrooms, decreases any chance of "democratic social change," which strives to end the verbal and physical violence against society’s children (Bickmore, 1999; Sears, 1999).

Many people believe that issues of sexual orientation should be brought up, (Lindley & Reininger, 2001). However, people vastly disagree on when such issues should be placed into the curriculum. Children are capable of understanding difference and are mature enough to handle issues of difference in regards to sexual orientation at a young age (Cahill & Theilheimer, 1999). For example, most children are aware by the age of four years old of concepts regarding race, gender, and physical difference. Not only are they aware of these differences but they also understand and hold bearing in the way at which they look at the social world (Aboud, 1988; Katz, 1987; Ramsey, 1986).

Stereotypes form at a young age (Baker & Fishbein, 1993), which makes it imperative that education highlighting differences and the notion of equality belongs in elementary schools opposed to waiting until middle or junior high school. In addition to avoiding stereotypes, it is also important to those children who eventually develop a gay or lesbian identity that these concepts are presented as a part of the normal human experience. It is the negative perceptions developed at a young age that initiate and add to the high risk of lesbian and gay youth physical and psychosocial dysfunction in later years. (Besner & Spungin, 1995).

Sexuality should be discussed as early in education as possible because it is already present in the students lives (Bickmore, 1999). The elementary school classroom is the child’s fist exposure to public schooling and the politics of society (Paley, 1992). To deprive children of the entire spectrum of society is to cripple their full capabilities in society.

Images of equality in the classroom at an early age are imperative in order to combat the learned gender role norms as well as the consequences that come when violating these gender norms.

It is important in serving these students that queer issues be woven into curricula at an early age because many begin to develop a sense of autonomy and a sense of self when they are very young. Although recognition of sexual orientation is a long process which often begins during the middle school years, gay men and lesbians have recently reported in a study that the majority sensed something "different" about themselves as early as four or five years of age (Lindley & Reininger, 2001). Currently our schools promote conventional gender roles, which presumes that heterosexuality and heterosexual relationships are the norm in the course of an individual’s development. This causes extreme discomfort for those who do not fit into this heterosexual identity (Epstein, 1994). This discomfort is constantly reinforced through the media.

Consequences of violating gender norms, as well as gender identity itself, are learned through unmarked public images (Richardson, 1998). Gender identities that are displayed through public figures, television shows, comic strips, and billboard advertisements form clear gender norms that encompass heterosexism. These implicit images within the media are powerful messages sent to all of society, children included, each day (Epstein & Johnson, 1998). "By elementary school, peer enforcement of narrow gender roles through homophobic harassment and name-calling has become common," (Rofes, 1995, pp. 8-9). Research shows that teasing a playmate by mislabeling his or her gender is common by age three (Garvey, 1984). Children obviously have an understanding of the consequences of stepping outside gender norms if they are able to use gender norms in derogatory manners to offend their peers.

Teaching queer issues in elementary school is often shunned and seen as preposterous because queer issues are often associated with the act of sex. However, one must consider that homosexuality has as much to do with sex as heterosexuality. Without hesitation, heterosexuality is discussed and implicitly woven into elementary classrooms every day. Queering education simply means that teachers do not privilege the heterosexual condition (Sears, 1999). Queer educators advocate an approach where every child is afforded a sense of self-worth and esteem for others. In order to do this teachers must, "imagine the world through a child’s eyes while seeking to transform it through adult leadership," (Sears, 1999, pp. 4).

Teaching queer issues is about democracy in public education. As James Sears, a GLBITTQ activist, illustrates that teaching queer issues, "embodies educators who model honesty, civility, authenticity, integrity, fairness, and respect," (1999, pp. 4). Classrooms that teach about queer issues:

Both educators and parents care and trust enough in their children to trust that this education is intended to add insight into the human condition, not to deploy the gay agenda. In a film called, "It’s elementary," which discusses queer education in elementary schools, one mother’s comments on how she thinks it is a great idea to discuss gay and lesbian issues in school, regardless of the fact that she disagrees with homosexuality. She feels that its inclusion in the classroom creates an opportunity for dialogue at home, where she can explain her views to her daughter.

The purpose of teaching queer issues in elementary education is to dispel stereotypes, which become ingrained at an early age in children. The hope in dispelling these stereotypes is that violence and harassment will decrease against homosexuals and rates of social problems, such as homelessness and suicide, are avoided among homosexuals themselves. It is the responsibility of the educator to serve each student. GLBITTQ youth are students too. Therefore it is irresponsible to avoid queer issues in education because so many lives are being destroyed and lost due to the stereotypes imbedded in the culture and perpetuated in education curricula itself.

QUEER ISSUES IN THE ELEMENTARY SCHOOL CLASSROOM

Research on GLBITTQ studies is pervasive in college curricula. A high school curriculum tends to focus on queer issues only through sex education. However, it is becoming more acceptable to include queer issues in other subject areas within high school curricula. There is a distinct lack of research on implementing this information into elementary and middle school curricula. Regardless of the amount of research, it is evident that the discussion of these issues in elementary school classrooms is necessary. The focus of the presentation of these issues is that the GLBITTQ community deserves and is entitled to equal rights and should be treated fairly and justly in society and within the local classrooms.

In the film "It’s Elementary," several approaches of how to incorporate queer issues into elementary schools are demonstrated in various classrooms across the nation. The video is important because it shows the success of these programs both for the schools, the GLBITTQ community, and for students. For example, a teacher can start a lesson by asking the students to brainstorm about words that are associated with the word gay or lesbian. The teacher can then, with the help of the students, make a web that categorizes these associations. It is then important to discuss why we put people into categories and the implications of putting people into categories.

Studies suggest that individuals who are familiar with GLBITTQ individuals exhibit much greater acceptance and advocacy on their behalf than those with no contact, (Harbeck, 1997). Famous gay and lesbian people can be highlighted and celebrated for their achievements. Volunteers can come in and speak about what it is like to be gay or lesbian. Students with parents who are gay can speak about what that is like if the environment permits this. Exhibits of art and photography can be displayed showing gay and lesbian families. Other ways to implement discussion of queer issues is the celebration of Gay and Lesbian Pride Day. In addition, the class can create a book together which highlights the equality of rights for all individuals and touches upon other lessons about gay and lesbian issues such as history of the Gay and Lesbian Pride Movement and problems that have occurred within the GLBITTQ community.

It is important to look at the language used in literature and in teaching lessons when considering queer education. For example, when incorporating queer issues into the elementary classroom teachers should use the word "family member" instead of mother and father. When Mother’s Day comes along educators can and should address the fact that many families have two mothers. One teacher, as shown in the film, "It's Elementary," asked his kindergarten class to sit in groups of four and discuss whether or not people of the same sex should be allowed to get married. It was evident in viewing the discussions that these children were able to have this intellectual discussion with ease. After the discussion the teacher brought the class back together as a whole and highlighted some of the points that students made. This exercise is a great example of how to open up discussion of gay rights in the elementary school classroom.

Another way to illustrate equality among all people is by integrating elementary literature, which includes queer issues. There are several books that look at different family configurations. Examples of such books are: Asha’s Mums by Rosamund Elwin, Anna and the O-Ring by Elaine Wickens, Daddy’s Roommate by Michael Willhoite, and Heather Has Two Mommies by Leslea Newman. In Asha's Mums, Asha the main character is faced with a dilemma about a permission slip. She has two moms and had both of them sign the permission slip. The teacher told Asha that she could not go on the field trip because she did not fill out the permission slip "correctly." After the story is read the teacher can lead a discussion about the teacher’s behavior and how Asha felt. In addition, it is important to ask the students how they would feel because this is often how they relate to and learn material best.

Perhaps the largest way that queer issues can be brought into the curriculum is by not tolerating name-calling (i.e. using words such as dyke, lezzie, fag, faggot, gay, etc.). "Good teaching practice unpacks the meaning of children’s comments with the children and recognizes the power of which children, too, are aware," (Cahill & Theilheimer, 1999, pp. 45). By saying nothing to a student who is seen and heard using this language is saying a lot. A teacher that ignores these derogatory words not only reinforces the use of them but also sends a message that the GLBITTQ community is somehow inferior to the rest of the world. This is perhaps the most harm a teacher can do to the cognitive and moral development of a child. By leading discussions about how children treat other children, especially after paying witness to an incident of name-calling, an educator will help children understand why such language is harmful and unacceptable (King & Schneider, 1999).

In order for queer education to be effective, both homosexuals and heterosexuals must adopt its practice. Together, especially through heterosexual support, the assumption that queer education is part of the gay agenda can be dismissed. As it is hard for youth to come out of the closet, it is just as hard for teachers. As in the military, many schools have adopted the "don’t ask, don’t tell," philosophy when it comes to queer educators (Jennings, 1996). Due to this notion, many instances of censorship are self-censorship. Material often has no chance of being challenged or seen as controversial in the first place because educators are afraid to bring queer issues into their classrooms in fear that they may be considered gay, thus threatening the security of their job (Hydrick, 1994). In the future, official guidelines should "require" all teachers to cover topics, which discuss sexual orientation in order to lower the risk of controversy (Khayatt, 1997). In order to provide teachers with adequate resources to help students understand the concepts of queer identity within education, society must provide adequate education and professional training for educators. Within this training it is important that teachers themselves address feelings of homophobia and issues of how to handle their own issues before dealing with those of their students (Harbeck, 1997).

There are several ways in implementing queer education into the elementary school curriculum. The goal of this education is to avoid heterosexism and teach appreciation and respect for the GLBITTQ community. Through art, history, literature, and discussion, students are capable, willing, and responsive to efforts made by trained educators in learning about queer issues.

CONCLUSION

Public educators hold the responsibility of serving all of the nation’s students. In serving all students an educator will inevitably serve many GLBITTQ students. In order to avoid violence and feelings of isolation against and within these students it is imperative to include discussion of queer issues in the classroom. Combating the fermenting of stereotypes, developmental psychologists implore society to begin as early as possible. Addressing queer issues in the classroom can be adjusted to age appropriate discussion. Research shows that elementary school is not only the best time to teach children about these differences, but children can recognize and understand such issues clearly and reasonably at this age. It is vital that heterosexuals and homosexuals alike join in the fight to gain equality in the classroom for all people. Edmund Burke, a political theorist, once said, "all that is necessary for the triumph of evil is that good men do nothing," (Brown, 1998). Public education is thirsting for social change. Our children await its coming.

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