1. Gender and Sexual Diversity (GSD) Canadian Census (2011) reported that there were 64, 575 same-sex families in Canada, a 42 per cent increase since 2006. (Government of Canada, 2014)

2. Saskatchewan fYrefly Camp fYrefly fYrefly in Schools

3. f ostering Y outh r esiliency e nergy f un l eadership y eah! fYrefly stands for:

4. Invitation: Pre-During-Post Pre - Write down three things you know about GSD and three things you want to know about GSD. During – Reflect on how deepening your understanding of GSD can influence how you will teach. Post – Reflect on how identity is a complex construction.

5. Questions for Discussion (5 min) 1.Who decides what is right? 2.Where does identity come from? 3.In what ways do social norms and cultural contexts affect identities? 4.When is it necessary to question the status quo? 5.What are the factors that create inequalities in schools? Be ready to report back…

6. Terminology and Definitions Why is language important as we deepen our understanding of gender and sexual diversity? Identify/highlight those that are ‘new’ to you.

7. Gender

9. Oppression Oppression is a social dynamic in which certain ways of being in the worlds, including certain ways of identifying or being identified, are normalized or privileged while others ways are disadvantaged or marginalized. (Center for Anti-Oppressive Education, 2013) The root of oppression is difference …not the facts or reality of difference, but rather how people respond to the difference.

10. Heterosexism People are not born homophobic or heterosexist … Homophobic and heterosexist attitudes are, therefore, learned, shaped, and maintained through communication. It is also through communication that such attitudes can be eradicated (Gust, 1997).

11. Heterosexual Privilege I have never had to defend when and how I knew I was heterosexual …or tolerate suggestions that it can be ‘cured’. I have never had to hide my heterosexuality. I am accepted in my religious/faith community even though I am straight. I never have to pretend to be lesbian to be accepted. I never worried that my family would disown me if they knew I was heterosexual. I can use a locker room/change room and not worry that I might get bullied or harassed just because I am straight. I knew that my siblings would not be bullied if/when others found out I was straight. I know that my kids will learn that having a mom and a dad is okay.

12. Important Conversations How do personal assumptions influence our conversations and our learning? How was/is heterosexual privilege reinforced in school(s)? How was/is it challenged? What are the impacts of homophobia and/or transphobia?

13. How does GSD impact my classroom? Homophobic and transphobic remarks represent the most frequently heard derogatory remarks in school, yet are the least responded to

14. __% of Canadian students hear negative expressions such as “that’s so gay” every day in their schools 70% __% report hearing persistent homophobic comments from their teachers 10% __% of LGBTQ students report feeling unsafe at school 64% __% of LGBTQ youth report low emotional health 51% Homophobia and transphobia have been documented in school settings across Canada

15. GSD youth experience poorer health and social outcomes LGBTQ students are MORE likely to: – be threatened with violence at school – experience verbal harassment – experience physical harassment – be victims of cyberbullying – feel unsafe at school – skip school due to feeling unsafe – feel unsupported by their teachers

16. GSD youth experience poorer health and social outcomes LGBTQ students are LESS likely to: – feel accepted at school – feel positive about school – complete school – apply for postsecondary school – participate in sports – identify as physically healthy

17. A Personal Narrative What might be the narratives of your students?

18. Oppression of Silence Even in schools were attempts are made to minimize verbal and physical harassment, GSD youth can still experience the “oppression of silence.” This silence may come in the form of avoidance of discussions of LGBTQ issues or in the absence of positive information or images of LGBTQ youth, adults and same-gender- parented families. (Dr. K. Wells, 2006)

19. What Can/Should Educators Do? Honour a student’s pronoun and name. Avoid situations that force students to make gendered choices. Use gender-inclusive and non-heterosexist language. Display visuals that are inclusive of all identities. Know how to respond supportively when a student discloses their sexual orientation and/or gender identity. Know the provincial curricula and where and how identity, privilege, oppression, equity, GSD, etc. are addressed. Review school policies. Create opportunities for students to know and negotiate what, why and how they know and/or how they are learning about GSD and from what perspective. Participate in professional learning. Evaluate the resources you use.

20. How to Handle Harassment at School: 1. Stop the harassment. Interrupt the comment. Halt the physical harassment. Personalize the response: “Ashley, stop and think before you speak”. Do not pull students aside for confidentiality unless absolutely necessary. It is important that all students – onlookers, potential victims, and potential harassers – get the message that students are safe and protected in your school. Make your comments heard.

21. How to Handle Harassment at School: 2. Identify the harassment. Label the form of harassment: “You just made a transphobic comment/putdown based on gender.” Do not imply that the victim is a member of an identifiable group.

22. How to Handle Harassment at School: 3. Broaden the response. Do not personalize your response at this stage. Use responses like: “We, at this school, do not harass people….Our community does not appreciate hateful or thoughtless behaviour…We don’t do put-downs at this school” to specifically include those listening (“we”), as well as the school community in general. Re-identify the offensive behaviour. “This name- calling can also be hurtful to the others who overhear it.”

23. How to Handle Harassment at School: 4. Ask for and monitor change in future behaviour. Take the spotlight off the victim and turn the focus to the behaviour of the harasser, asking for accountability. Even if s/he was “only kidding”, the harasser must realize the ramifications of the action. Students should realize what was said, regardless of what was meant (e.g., kidding), is still harassment. Check in with the victim. “If this continues, please tell me and I will take further action. We want everyone to be safe at this school.” Again, be sure not to treat the victim as helpless or a member of any target group. Rather, plainly give him or her responsibility on behalf of others.

24. Thoughts and Questions Because homophobia and heterosexism are pervasive in our culture, failing to act against them allows them to continue. Schools need to take positive steps to change this climate. Inaction signals acceptance of homophobia and heterosexism. Diversity is to be celebrated, not ridiculed. Taking action against homophobia and heterosexism is the responsibility of all of us.

25. Suzy Yim Suzy.Yim@uregina.ca fYrefly Office #221.9 Kyla Christiansen Kyla.christiansen@uregina.ca Office #370 Pre - Write down three things you know about GSD and three things you want to know about GSD. During – Reflect on how deepening your understanding of GSD can influence how you will teach. Post – Reflect on how identity is a complex construction.