The Queer Curriculum: Difference between revisions
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In order to discuss the development of a queer curriculum one must first land on a succinct definition of what a curriculum actually is. This is no easy task, as according to Ladson, Billings et al across the 67 pieces of literature they reviewed about curriculum only five provided specific definitions for the term curriculum (Ladson, Billings et al, 1995, P.165). A relatively straightforward definition that can be applied to the context discussed in this commentary is that of Surbhi, an all-encompassing “knowledge skills and competencies students should learn during a study" (Surbhi, 2017). | In order to discuss the development of a queer curriculum one must first land on a succinct definition of what a curriculum actually is. This is no easy task, as according to Ladson, Billings et al across the 67 pieces of literature they reviewed about curriculum only five provided specific definitions for the term curriculum (Ladson, Billings et al, 1995, P.165). A relatively straightforward definition that can be applied to the context discussed in this commentary is that of Surbhi, an all-encompassing “knowledge skills and competencies students should learn during a study" (Surbhi, 2017). | ||
Having reviewed and settled on a definition of curriculum I became less convinced that in my educational context we actually have a curriculum in the truest sense and that we may just have a set of syllabi. That is not an issue I can tackle within the limit of 4000 words, however I can offer some ideas for how we can disrupt certain curricular norms and provide a more inclusive curriculum for all students. | |||
The issue of an equitable curriculum is something that I have long been interested in, however this issue has become increasingly urgent in nature as the political climate around queer issues becomes increasingly tense. A particularly pertinent issue within my institution is the number of children asking to use gender neutral pronouns, upon seeking out further training to find out how other schools were handling the complexities of the situation my colleagues and I found ourselves accidently attending an anti-trans conference in which issues of trans-identity were referred to as “social contagion” (TransgenderTrend 2021). The point being that issues of LGBTQIA+ identity and well-being remain pertinent social issues that have not gone away in what appears to be an age of enhanced social inclusion. A particularly enlightening view on this conversation can be found in the Contrapoints discussion of JK Rowling and current anti-trans sentiments echoed in the media, this discussion is emblematic of the continued vilification and policing of queer bodies. (Contrapoints, 2020). | The issue of an equitable curriculum is something that I have long been interested in, however this issue has become increasingly urgent in nature as the political climate around queer issues becomes increasingly tense. A particularly pertinent issue within my institution is the number of children asking to use gender neutral pronouns, upon seeking out further training to find out how other schools were handling the complexities of the situation my colleagues and I found ourselves accidently attending an anti-trans conference in which issues of trans-identity were referred to as “social contagion” (TransgenderTrend 2021). The point being that issues of LGBTQIA+ identity and well-being remain pertinent social issues that have not gone away in what appears to be an age of enhanced social inclusion. A particularly enlightening view on this conversation can be found in the Contrapoints discussion of JK Rowling and current anti-trans sentiments echoed in the media, this discussion is emblematic of the continued vilification and policing of queer bodies. (Contrapoints, 2020). | ||