Summary: Article 5 The final article, “Safe, Positive, and Queering Moments in Teaching Education and Schooling: A Conceptual Framework” by Tara Goldstein, Vanessa Russell, and Andrea Daley discusses an alternative way of teaching about the LGBQT community. They came up with an anti-homophobia educational design that they tested in a primary school in Toronto, Canada. The anti-homophobia educational design takes course for a week and consists of three main activities: coming out stories, homophobic name-calling analysis, and Pride Week activities. The prime purpose of this research was to determine the best possible way to introduce intricate topics to a group of nine year olds. The main objective that they are aiming for in order for this system to work is empathy from the dominant groups. The results of this experiment left me feeling hopeful for our future education here in the United States.
Critique: Article 5 …show more content…
For example, the authors mention how Canada created a youth group called Teens Educating and Confronting Homophobia (TEACH). The purpose for this group is to essentially educate and build empathy for the LGBQT community. The teens do this by sharing their own coming out stories. According to the authors, “The educational objective for the sharing of personal coming out stories, particularly with youth facilitators, is the reduction for homophobic prejudice and the building of empathy among students and teachers belonging to dominant groups” (Goldstein et al., 2007, pg. 189). I personally think this is an effective way to educate students on queerness because they could have been raised to think a certain way about the LGBQT community. With this technique, students can realize that they are not much different from us. Furthermore, they can comprehend that a gay person can also like the same music and/or hobby as
Critique: Article 5 …show more content…
For example, the authors mention how Canada created a youth group called Teens Educating and Confronting Homophobia (TEACH). The purpose for this group is to essentially educate and build empathy for the LGBQT community. The teens do this by sharing their own coming out stories. According to the authors, “The educational objective for the sharing of personal coming out stories, particularly with youth facilitators, is the reduction for homophobic prejudice and the building of empathy among students and teachers belonging to dominant groups” (Goldstein et al., 2007, pg. 189). I personally think this is an effective way to educate students on queerness because they could have been raised to think a certain way about the LGBQT community. With this technique, students can realize that they are not much different from us. Furthermore, they can comprehend that a gay person can also like the same music and/or hobby as