Yesterday, June 2, 2021, QSEC hosted two more panels at its four-day conference.
Panel 3 Interrogating Gender in Educational Spaces
GSAs in Alberta: Supporting the Well-Being of Our Youth
Maria Di Stasio (MacEwan), Lauren Alston (Alberta), Jason Harley (McGill),
Chiaki Konishi (McGill)
Maria Di Stasio and Lauren Alston discussed three components of self-determination - autonomy, competency, relatedness - as they emerged in the lives of LGBTQ students in Alberta high schools. The findings of their survey research showed that in comparison to heterosexual students, LGBTQ students felt less autonomy, competency, relatedness generally and with teachers.
Teachers and principals still have a lot of work to do in order to create classrooms and schools that expect and welcome and LGBTQ students and families.
LGBTQ+ ally training programs in U.S. & Canadian higher education:
possibilities and challenges
Jeremiah Wintringer (Victoria), Tatiana Gounko (Victoria)
Jeremiah Wintringer presented a robust literature review of LGBTQ+ ally training programs (ATPs) and focused his discussion on critiques of ATPs which argues that they focus primarily on empathy vs action and that ATPs need to more to promote advocacy and activism.
The finding that ATPS should do more to promote advocacy and activism reflects the talk that Andrew Campbell gave at QSEC's AGM on Monday May 31, 2021.
A good book to read on allyship is Anne Bishop's Becoming an Ally which is now in its third edition with Fernwood.
https://fernwoodpublishing.ca/book/becoming-an-ally
Toward proactive support for transgender and/or gender non-conforming
teacher candidates: Initial findings of an action research study
Lee Airton (Queen's), Michelle Searle (Queen's), Kel Martin (Queen's), Sofia
Melendez (Queen's), Natalie Lefebvre (Queen's), Tristan Lewis
Lee Airton and their team presented their team's findings on a barrier mapping exercise of the experience of Sunny, a (fictional) trans teacher candidate in Queen's teacher education program which produced a robust set of recommendations for change.
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Panel 4. Pedagogy and Praxis
Dreaming from the margins: Decolonizing, unwhitening, Indigenizing and
endarkening queer and trans educational scholarship
Lindsay Cavanaugh (OISE-UT), Bishop Owis (OISE-UT)
Lindsay Cavanaugh and Bishop Owis shared their own robust literature review on queer and trans educational scholarship and found there are limited BIPOC and limited anti-colonial and anti-racist perspectives in queer scholarship
Lindsay and Bishop then presented a powerful analogy for thinking about moving beyond these limitations: Future research and teaching projects can be theorized as "following water" through different new entry points -- such as endarkening, browning, and Two-Sprit critique -- to a shared destination of creating anti-colonial and anti-racist perspectives in queer and trans educational scholarship.
To support queer and trans scholars in this effort, Lindsay and Bishop gave us a set of questions we can ask ourselves:
Does Queer-Inclusive Education in Alberta Lead to Equity or Regulation?
Gillian Robinson (Alberta)
In her presentation Gillian Robinson raised important questions about the work on queer-inclusive education in Alberta: Does it lead to equitable change or does it simple lead to regulation without any lasting change.
Innocence, purity, and queerness in the Alberta education debate (around parent rights and children’s rights)
Bridget Stirling (Alberta)
Bridget Stirling's analysis of the ways themes of innocence, purity and queerness were raised in the Alberta education debate around parents rights and children's rights) led to a lively sharing of writing about childhood as innocent and pure:
Participants also shared Jake Pyne's writing on trans identities and autism:
Panel 3 Interrogating Gender in Educational Spaces
GSAs in Alberta: Supporting the Well-Being of Our Youth
Maria Di Stasio (MacEwan), Lauren Alston (Alberta), Jason Harley (McGill),
Chiaki Konishi (McGill)
Maria Di Stasio and Lauren Alston discussed three components of self-determination - autonomy, competency, relatedness - as they emerged in the lives of LGBTQ students in Alberta high schools. The findings of their survey research showed that in comparison to heterosexual students, LGBTQ students felt less autonomy, competency, relatedness generally and with teachers.
Teachers and principals still have a lot of work to do in order to create classrooms and schools that expect and welcome and LGBTQ students and families.
LGBTQ+ ally training programs in U.S. & Canadian higher education:
possibilities and challenges
Jeremiah Wintringer (Victoria), Tatiana Gounko (Victoria)
Jeremiah Wintringer presented a robust literature review of LGBTQ+ ally training programs (ATPs) and focused his discussion on critiques of ATPs which argues that they focus primarily on empathy vs action and that ATPs need to more to promote advocacy and activism.
The finding that ATPS should do more to promote advocacy and activism reflects the talk that Andrew Campbell gave at QSEC's AGM on Monday May 31, 2021.
A good book to read on allyship is Anne Bishop's Becoming an Ally which is now in its third edition with Fernwood.
https://fernwoodpublishing.ca/book/becoming-an-ally
Toward proactive support for transgender and/or gender non-conforming
teacher candidates: Initial findings of an action research study
Lee Airton (Queen's), Michelle Searle (Queen's), Kel Martin (Queen's), Sofia
Melendez (Queen's), Natalie Lefebvre (Queen's), Tristan Lewis
Lee Airton and their team presented their team's findings on a barrier mapping exercise of the experience of Sunny, a (fictional) trans teacher candidate in Queen's teacher education program which produced a robust set of recommendations for change.
*************************************************************
Panel 4. Pedagogy and Praxis
Dreaming from the margins: Decolonizing, unwhitening, Indigenizing and
endarkening queer and trans educational scholarship
Lindsay Cavanaugh (OISE-UT), Bishop Owis (OISE-UT)
Lindsay Cavanaugh and Bishop Owis shared their own robust literature review on queer and trans educational scholarship and found there are limited BIPOC and limited anti-colonial and anti-racist perspectives in queer scholarship
Lindsay and Bishop then presented a powerful analogy for thinking about moving beyond these limitations: Future research and teaching projects can be theorized as "following water" through different new entry points -- such as endarkening, browning, and Two-Sprit critique -- to a shared destination of creating anti-colonial and anti-racist perspectives in queer and trans educational scholarship.
To support queer and trans scholars in this effort, Lindsay and Bishop gave us a set of questions we can ask ourselves:
- What “bodies of water” does your research or teaching engage with?
- What “bodies of water” does my paradigm (ways of knowing, being and valuing) align with? What ways of knowing, being and valuing might be missed within my personal lens?
- What are my own social locations? (Am I queer, trans, non-binary, bi, ace etc.? Am I white, Black, Indigenous, Latinx, Asian etc.? Is my racial identity legible by others? Am I disabled or able-bodied? Do I come from an upper, middle or low class context? What best reflects my financial situation currently? Am I thin, midsized, fat? How am I perceived by others? )
- What “bodies of water” do I feel comfortable engaging with?
- Am I worried or afraid of engaging with other “bodies of water”?
- What “bodies of water” do I feel comfortable engaging with? Am I worried or afraid of engaging with other “bodies of water”?
Does Queer-Inclusive Education in Alberta Lead to Equity or Regulation?
Gillian Robinson (Alberta)
In her presentation Gillian Robinson raised important questions about the work on queer-inclusive education in Alberta: Does it lead to equitable change or does it simple lead to regulation without any lasting change.
Innocence, purity, and queerness in the Alberta education debate (around parent rights and children’s rights)
Bridget Stirling (Alberta)
Bridget Stirling's analysis of the ways themes of innocence, purity and queerness were raised in the Alberta education debate around parents rights and children's rights) led to a lively sharing of writing about childhood as innocent and pure:
- Kerry Robinson’s 2013 book on sexual citizenship speaks directly to this
- Jessica Ringrose's writing on children’s “sexual innocence” that’s super relevant
- Smith's 2012 article "Producing governable subjects: Images of childhood old and new" in Childhood, 19(1), 24-37.
Participants also shared Jake Pyne's writing on trans identities and autism:
- "Autistic Disruptions, Trans Temporalities: A Narrative 'Trap Door' in Time" and
- "Arresting Ashley X: Trans youth, puberty blockers and the question of whether time is on your side"
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