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Core Values And The Identity-Supportive Classroom Summary

Decent Essays
“Core Values and the Identity-Supportive Classroom: Setting LGBTQ Issues within Wider Frameworks for Preservice Educators” Response

In the article “Core Values and the Identity-Supportive Classroom: Setting LGBTQ Issues within Wider Frameworks for Preservice Educators” by Michael Sadowski, Sadowski discusses the issues and research on LGBTQ+ in education and a school environment. He focuses on both the students’ and teachers’ behavior towards LGBTQ+ situations. For students, more often than not, there are many forms of verbal harassment that take place such as slurs and derogatory language. For teachers, it is the lack of intervention when this harassment takes place, “38.6 % of the students…indicated that their teachers never intervened when they hear students use homophobic language…44% indicated that teachers intervened only ‘sometimes’.”
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Teaching about these orientation would be helpful not only to kids who identify as queer but to those who identify as heterosexual because they could learn how to support queer friends or decrease heteronormativity. The LGBTQ+ community is becoming a big part of society because of the increase in activism and the recent supportive law for same-sex marriage. Despite that, there is still harassment and homophobia. In my school, it is not uncommon to hear someone use gay as a derogatory term even in the year of 2015. Even more often, a teacher or student will state something borderline homophobic such as making a comment on a boy wearing something ‘feminine’ or a girl cutting her hair short. I firmly believe that like Sadowski’s student says, “I feel it is especially important…to include the history of lesbian, gay, bisexual, and transgender people into my curriculum…” (59), these issues can improve through teaching of LGBTQ+ through curriculums such as
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