Reflection on GLSEN/UNESCO Convening on Global Safe Schools for LGBT Youth

During the World Congress on Comparative Education in Buenos Aires, I presented my Fulbright research on LGBT youth in Mexico City's schools (photo: Steven Toledo/GLSEN).

During the World Congress on Comparative Education in Buenos Aires, I presented my Fulbright research on LGBT youth in Mexico City’s schools (photo: Steven Toledo/GLSEN).

Last month, I had the honor of attending a convening in Buenos Aires hosted by GLSEN (Gay, Lesbian, Straight Education Network) and UNESCO to launch a global network of activists and researchers to support LGBT youth in schools. Our daylong meeting created the foundation of a strategic plan for providing LGBT students and their teachers the resources, research, and advocacy they need to create safe schools for all.

Surrounded by advocates and scholars from over 20 countries, I learned how much global queer groups care about teachers and the work we do in supporting LGBT students. From Brazil to China to Slovenia and South Africa, the diverse contexts that students and teachers learn and teach in are being accounted for in the current research and activism of the global safe schools movement.

As the only teacher-researcher at the convening, I came knowing that my voice as a practicing educator was one that is rarely heard in these urgent conversations. I had been selected to join the convening due to my Distinguished Fulbright research on LGBT youth in Mexico, where I had interviewed queer students in high schools about their experience of bullying and harassment, coming out and relationships, counseling and curricular inclusion.

Following the convening, our cohort presented at the XV World Congress on Comparative Education, also held in Buenos Aires, where we each presented our cutting edge research on the latest trends in supporting LGBT students in schools globally. Continue reading

Advertisements

Spoke at Smith Women in Education Conference (VIDEO)

In March of this year, I was invited to sit on several panels as part of the Smith Women in Education conference at Smith College in Northampton, MA. I was thrilled to be back on campus even if just for a few days, as it took place right in the middle of my Fulbright time in México; it was absolutely invigorating and inspiring to be among Smith sisters in education making change in their classrooms and in their communities.

One of the things I talked about during a panel titled Teaching in the 21st Century, that was moderated by Smith alumna Joan Sigel Schuman from the class of 1962, was the importance of teachers coming to the classroom as whole people, especially along lines of race, class, gender, and sexuality. Our students know when we are not being real or true with them, and we as teachers also suffer when we are not our whole selves with our students, our colleagues, and our school communities.

I went through a time of not being a whole person myself when as a young teacher, I was not completely true to my students during my time in girls’ schools between 1997-2004. There I was, teaching young women to be empowered and to become self-actualized as young feminists, and I was not even out to my students; as a result, I was not a whole educator or a whole person in my profession. I was not self-actualized. Continue reading