Rather, what is identified as bullying (particularly in our site of inquiry, schools) tends to be that which transgresses normative gendered behaviour as this ‘intersects’ with other identity markers like class and race […] In addition, we trace how being labelled as bullies and/or victims at school can position boys and girls in various ways as ‘gender deviants’. What we mean by the notion of gender deviant is that young people transgress expected and normative ideals of femininity and masculinity. (Ringrose, Reynolds 2010)

At first, I had a lot of trouble understanding what was meant by these sentences. My initial (mis)understanding was heavily based on a gendered understanding of bullying – when girls bully they do it like this and when boys bully, they do it like that. Because we seem to have clearly defined genders for bullying, the idea of bullying transgressing normative gender behavior seemed strange. What’s actually going on is that “normative gendered” behavior is defined NOT to include such behaviors as bullying. For example, the Heroic Masculine archetype, which is discussed in the article, does not include harming weaker males in a way that is deemed “unmerited” by the other students. To do so would not only constitute bullying behavior for the do-er, but also cause them to be a violator of this Heroic Masculine gender norm – a gender deviant. In the same ways, girls who engage in bulling behavior are deemed as violators of the idealized feminine archetype, who is “friends with everyone”, and therefore gender deviants.

It’s very interesting that gender roles are used to police/obscure bullying behavior among students. What can we do to change that?

“We need to consider theoretical frameworks and methodologies that can examine the differential effects of discourses around gender, bullying and violence for girls and boys in schools and thus the social, cultural and subjective dimensions of how such discourses constitute, regulate, discipline and pathologize particular sets of institutional behaviors” (J. Ringrose and E. Renold, 2010, p. 592)
Questioning personal molds and phrases you’ve been hearing your entire life, from people you love and even from people who raised you, has to be the hardest thing about realizing the effects of discourses mentioned in this MVP. Why am I expected to replicate behaviors that clearly perpetuate oppression of women? Does being born in a traditional city in the heart of a Latin American country excuse the fact that I’m too tired to do everything that is expected from me? Why am I putting myself through expectations hell, just for being my mother’s daughter? Just for being my grandmother’s granddaughter? Why do I keep smiling at the nasty mysoginist comments of my uncle, who was clearly raised by his mother? Why does his wife put up with them being the woman she is in public? What is their agreement? What is THE agreement? What type of woman did my father in law expect his son to marry, that he cannot accept me for being me? What about my baby girl? what am I doing for her? Am I saying too much? How much is too much for a woman like me? What does “woman like me” mean?

Just keep questioning. It makes it real and eventually
change
.

Transgender, a very interesting topic and issue existed. For me, I do not see any transgender students in my school. I believe that many teachers and educators at school do not have too many experiences to deal with transgender problems and their need. After reading this article, I realize that transgender could be a group of people who experience a range of emotions and gender, sexuality, fitting in, and friendships. Etc. They might experience somethings really hard then they decided to change their gender. It is not easy to transfer one’s gender, especially for an adolescent. I agree what the article said, “Because students experience these complexities, and they are unique to each individual. It may be exceptionally helpful to offer the student information about LGBTQ (lesbian, gay, bisexual, transgender and queer/questioning) related issues. From my personal perspective, I think schools, teachers, and students should have the right attitude to see the transgender people. There is nothing about higher level because you are normal gender or lower level because you are transgender. I think schools and teachers should help transgender students and their parents to have this awareness. The human being should be treated as same. Secondly, I think schools, educators, and parents should work together to give transgender students some supports. However, there is an issue, that is school can face concerns not understanding about a transgender student within the school population and their specific needs. If parents do not know who and how they can contact in the school system, then a barrier to meeting the needs of the child may arise. But I think maybe school and families can do some share-information sessions in order to help with transgender students. Some transgender students are not willing to talk with their families, then I think the school can role as a listener to know what these transgender students’ needs, then they can give an effective help based on the conversation.

I noticed that the group of students they interviewed were from EVC after school program. It sounds so similar with East Village Community School–The school that shares the same building with my placement. If it is this school I am very shocked–East Village is such an inclusive community and that school is pretty progressive. And they are still experiencing harassment and bullying. Then what about the rest of this city? What about other places? It’s sad to think about it.

I also believe that it might be too late to start the gender/sex education in middle schools. If children can get this idea earlier in their life, at least get the idea that some people may not identify their gender same as their physical genders, they will be more open-minded on LGBTQ and they will be fewer issues going on in adolescents’ community. However, I see the major challenge of implementing this sex education are from parents. I have a classmate trying to implement a gender unit in the student teaching placement but ended up by getting a complaint from parents. In Canada, the Ontario school district decided to put sex education in their learning standards but got huge protests from parents. It is extremely hard in real life to practice an education that advocates for LGBTQ groups.

“Intentionally creating LGBTQ-inclusive curricula helps queer students feel safer, more connected and more visible in our schools. Conversely, gaping holes in the curriculum with no LGBTQ inclusion or representation serve to silence and alienate them.” (Goodman, p90)

Goodman, S. (2018). It’s not about grit: Trauma, inequity, and the power of transformative teaching. New York: Teachers College Press.