LGBT YA
Lit
COMMUNITY
Working with
Parents
and Caregivers
Working with Parents, Colleagues, and Students
Educators want to have a classroom that is inclusive of multicultural education, and this includes talking about LGBT topics and issues; however, most educators shy away from this topic because they fear criticism and objections with parents and caregivers (Flores 114). It is important to know how to work effectively and proactively with parents because this will aid in creating a safe and inclusive classroom.
There are various ways to work with parents when discussing LGBT-themed texts and issues. Some parents are apprehensive about educators teaching this topic; it may help to inform them about the National Association for Multicultural Education's (NAME) policy, which states that gay culture and themes has been a part of the education agenda since 1992. The reasoning for this inclusion in the NAME policy is to combat homophobia and heterosexism, which would then help combat bullying and prejudices (Flores 116). Approaching parents in a professional manner by explaining that including LGBT-themed texts helps to promote tolerance and acceptance may be beneficial as well. As citizens of a democratic society, we all must learn how to be open-minded to the diversity we will encounter everyday (Flores 117).
Also, parents worry that talking about LGBT novels and themes will mean talking about sex or promoting homosexuality, and educators must explain to them that this is not the case. The reason LGBT topics in literature should be talked about is because it promotes a safe environment in which there is no bullying of students who either identify as LGBT or have parents/family that identify as LGBT (Flores 116). Ultimately it is about creating acceptance and tolerance by learning about the LGBT culture, not talking about sex. However, Bittner mentions the author Margaret Edwards who states that not talking about sex or sexuality will not make it go away, so students should be educated properly. Parents and teachers can and should play a key role in educating their children about sexuality (360).
A great way to help alleviate any concerns or misconceptions parents may have toward including LGBT-themed materials is to ask them to become involved and volunteer in the classroom. No matter how a parent or caregiver reacts, teachers and administrators must always maintain a high level of professionalism and not get defensive and take things personally. Remember to always come across calm and confident (Flores 118).
Working with
Colleagues
"And, despite the fact that there is still apprehension about using YA queer literature in schools, there are many educators who choose to mirror the society that we live in by selecting texts that convey diversity and multiple identities. These educators are more likely to use the literature if they feel that they are in a supportive environment and have colleagues with whom to discuss and select YA queer literature" (Logan 31).
There typically is not a lot of tools or criteria available to guide educators in picking the best LGBT YA literature, so colleagues really have to support and help one another. A great way to start is to come together and create checklists and a set of criteria (Logan gives a list which you can find on the "Do's and Don'ts" page), as you would for multicultural literature, for quality LGBT-themed literature. From there you can begin stocking the library and classrooms and plan teacher preparation courses and personal readings (Logan 31). Once novels and texts are selected, educators should talk critically about the works together to develop a concrete rationale of how these texts can be used in class or as ancillary readings. By doing this, educators are also practicing freedom of press and speech, which is somthing that should be engendered in the students (Logan 34-35).
Keep in mind, none of the above can happen unless teachers challenge their attitudes on LGBT issues. "If individuals never explore their homophobia and the ways it affects students, the likelihood of interrupting the ideological heterosexism in schools is weak" (Logan 39).
"Parents and teachers can be helpful resources, but oftentimes young people are shy or scared to speak to adults about sex-related issues. It is, therefore, possible for YA literature to be viewed as a private and individual space in which young people can explore, learn, and play with themes of sex and sexuality without the perceived invasion of adults into private spaces of exploration" (Bittner 360).
It is important to consider that when implementing LGBT literature into the classroom, it should be discussed with young students, even in elementary school. In early youth, children are beginning to develop a sense of identity and the concepts of fairness and justice. This is the age that students are most open to learn about differences and acceptance (Flores 117). Being inclusive in your teaching will also allow students to develop strong social identities and give them pride in their cultures and families (Flores 118).
Giving students the tools to accurately talk about cultures and identify stereotypes and prejudices is vital in today's society (Flores 118). It will aid in create a safe community, as well. When students are exposed to LGBT literature and information they are able to surrender some of the hate and become informed and intellectually engaged, as they read, write and think more critically (Logan 35).
Bear in mind, working on these issues with students can be challenging, but teachers must hold students accountable for their statements and actions, especially if trying to create a supportive and safe community (Logan 39).
Students
of All Ages
