Teach Out Project Draft

 

Sex and Gender-based Systems

 

In reading through the Guidance for RI schools on Transgender and Gender Nonconforming Students, I found it interesting that Rhode Island was the second state to prohibit gender identity expression discrimination back in 2001. The comparative statistics noted on the first page regarding bullying, fear, mental illness, etc. were alarming. It is sad to see the negative effects on children who lack a supportive learning environment. Every student should feel safe, protected, accepted, and free to be themselves without fear or shame so that they can get the most out of their education and reach their full potential. 

I liked how Providence implemented Transgender and Gender Expansive Student Point Teams offering support, resources, and specialized training. I work for Warwick Public Schools (WPS). Both WPS and Providence policies are fairly similar and align with state guidance. WPS has not offered any specialized training to me in the five years I have worked there. I currently work at the elementary level and have had minimal experience working with transgender students. I feel like more training is needed. I started looking into resources and couldn’t find anything more than the policy. 

“When contacting the parent(s) or guardian(s) of a transgender student, school staff should use the student’s legal name and the pronoun corresponding to the student’s gender assigned at birth unless the student or parent (s)/guardian(s) have specified otherwise”. 

At my school, we use Aspen to document and store health records which does allow the students to choose a preferred name and gender. However, on the two occasions when we did have transgender students (I recall two fourth graders when I first started the job), they did not have their preferences in the system, it was just known to everyone. I remember writing their preferred name on a sticky note so I wouldn’t forget. It would have been helpful to have it readily available especially when contacting the parents. I sometimes made mistakes and the parent would nicely correct me. It would have been helpful to have had that information readily available in the system. It felt like the student's wishes were not taken that seriously by the teachers. I'm not sure if it was due to their age or the fact that they didn't have the tools to advocate for themselves. I remember thinking about the next year and wondering how I was going to approach the puberty lesson. Historically, the lessons were taught to boys and girls in separate classrooms. I never had to address it because the students ended up leaving the school. Since then, WPS has changed the puberty lesson to co-ed to be more inclusive and avoid situations where students feel they are singled out or uncomfortable choosing a group.

Queering Our Schools discusses the importance of creating safe learning spaces where everyone can feel accepted and nurtured. I had never heard of Sasha's story before. Though it was heartbreaking to read that Sasha suffered such a traumatic experience simply for wearing a skirt, it really shows how important it is for schools to create safe and accepting environments. I was impressed with Sasha's support of the other boy to be tried as a child instead of an adult. It really showed empathy and a desire for growth and learning rather than harsh punishment. I think open communication and integration of LGBTQ issues and people into schools will help to change the norm. Greater exposure leads to more comfort and once everyone settles in, we can create a more inclusive norm.  

Links:

https://www.aia.org/resource-center/inclusive-restrooms-locker-rooms-k-12-schools

https://www.mercurynews.com/2024/03/29/it-took-seven-years-for-this-san-jose-high-school-to-establish-a-gender-neutral-locker-room/

https://www.gladlaw.org/issues/discrimination-transgender-rights-rhode-island/

https://www.lgbtmap.org/equality-maps/safe_school_laws

Then Silenced Dialogue

Talking Points:

1. Delpit discusses how teachers in power dismiss the ideas of teachers who are not in power leading them to feel unheard. Those in power will not listen to the opinions of those not in power and cite research in defense of their position. They believe their way is the best way to educate all students.  

2. The example Delpit included about the black elementary principal who indicated that there were many issues with black children being sent to the office for disobedience to some of the white teachers. When parents were contacted, they expressed that they simply just had to tell the child what to do and they would do it. I’ve observed these types of interactions at my school. For example, when the students’ behavior needs to be redirected, the teachers will ask “What are you supposed to be doing right now?’ or “How are you supposed to be walking in the hall?”. It is not clear and direct to those who are not use to being spoken to that way. Instead, some may respond better to “Sit down and finish your assignment” or “Stop running and be quiet”.  

3. I liked how Martha Demientieff taught her students the difference between the two different language styles. She labeled them Formal English and Village English. I thought it was clever to have them associate Village English with the casual picnic and Formal English with the formal dinner. She celebrated the fact that they are able to communicate both ways and the others who judged them were only able to use Formal English. She tried to make them appreciate and feel good about their way of talking but made them aware that it was necessary to learn how to use Formal English in order to compete and be successful. 

Argument statement:

In Other People’s Children, Delpit argues that our schools are not neutral spaces. She labels them as having a “culture of power”. The power is held by those who are white and of the  middle class. This results in the rules and norms of their culture being the standard in schools. This causes those in minority communities to be disadvantaged. 

Connections:    

The Precious Knowledge documentary showed how incorporating students’ culture changed how they viewed and experienced school. They became excited, engaged, and felt a sense of belonging. As a result of the school embracing their culture and making lessons relatable, their education was enhanced and their performance improved. The students benefitted and thrived from the shift in power. It is a good example of how changing the rules of power allowed the students to be heard. 

Lisa Delpit’s Keynote Address 2022

https://www.bing.com/videos/riverview/relatedvideo?q=lisa+delpit&mid=6081A0B320A82205DE076081A0B320A82205DE07&FORM=VIRE

Black Students, White Curriculum... 

https://michiganchronicle.com/black-students-white-curriculums-how-african-centered-education-shaped-a-detroit-scholars-path-and-purpose/