Queering pedagogy is an open and important discussion on the topics that has been avoided or is very awkward to discuss publicly. For example LGBT, Lesbian Gay Bisexual Transgender, these are some of the most ignored chapters in our society. Educators need to find ways to deconstruct sexual identities through a critical educational process that provides students with a means of interpreting sexual identity more broadly. We need to be more open and should be familiar with these topics. One of the most easy and best ways is teaching about LGBT in school, letting students know that it is normal to be LGBT. May be the open and acceptable environment reduce unnecessary bullying, harassment and depression. These people didn’t decide to become Lesbian, Gay, Bisexual, or Transgender, they were born to it. Need clear challenging and pedagogical approach to find their sexual identity.

The article talking about the differences of boys and girls in school seem to have brought up a dilema to educators as to how to perceive this topic. If insisting that boys and girls are the same and that everybody is a unique individual then it is easy to omit some obvious facts that could help with our teaching. If acknowledging the differences between boys and girls in both psycological and physical aspects, then one faces the risk of falling into the stereotype trap. The difficult thing is to find the balance. Continue reading Whether Boys or Girls →

I must preface this post by stating that I am fortunate enough to have been exposed to an educational experience that has been proficient and enriching in what I would deem queer pedagogy after reading “There are transsexuals in our middle school!” by L. Krywanczyk. The main goal of all educators should be expanding the minds of students while simultaneously enlightening students and creating a safe and comfortable learning environment for all, regardless of any and all difference. Continue reading Queer isn’t so Queer →

“At no point in my transition at my school has my primary concern been for my safety or my feelings. I am an adult with all of the resources I could ever want, including a lifetime of learning how to self-advocate and the protection of employment nondiscrimination policy in New York City.”
Krywanczyk (2009 ) There are transsexuals in our middle schools.

Since I neither have any experience about the queer pedagogical approaches used in American schools, nor encounter any transsexual people in my life, I feel that it might be difficult for me to provide any novice thoughts on this topic. Even though I have a close friend, who is gay, he and I seldom talk about his sexuality because I thought it’s not respectful. From social media, magazines and some books, I get to know only very little about their struggles, in terms of how they identify themselves and how the society identify them. I know some of them are trying very hard to fight against the social stereotypes, and use their own stories to encourage others, just like Mr. Loren Krywanczyk. Mr. Loren Krywanczyk used his personal experience to set up a good example for those LGBTQs, who are still fighting to earn respect and acceptance from family and society. He is an adult now, and is strong enough to resist the pressure from society, but, what I concern is, is it a good idea to have people like him to lead the queer pedagogy in school? I understand Mr. Krywanczyk’s story is very inspiring, but each person is facing different situation. Every LGBTQ have peculiar reasons to hold them back from coming out. Boldly implementing his approach might neglect the individual difference. I agree that the current queer pedagogy in school is not complete, but advocating Mr. Krywanczyk would only lead to students’ misunderstanding and parents’ confuse. Considering the mental characteristic of adolescences, they are fragile and sensitive, which might lead them to be exaggerated about this issue.