Edited By Virginia Stead
The research in A Guide to LGBTQ+ Inclusion on Campus, Post-PULSE is premised on the notion that, because we cannot choose our sexual, racial, ethnic, cultural, political, geographic, economic, and chronological origins, with greater advantage comes greater responsibility to redistribute life’s resources in favor of those whose human rights are compromised and who lack the fundamental necessities of life. Among these basic rights are access to higher education and to positive campus experiences. Queer folk and LGBTQ+ allies have collaborated on this new text in response to the June 16, 2016 targeted murder of 49 innocent victims at the PULSE nightclub, Orlando, Florida. Seasoned and novice members of the academy will find professional empowerment from these authors as they explicitly discuss multiple level theory, policy, and strategies to support LGBTQ+ campus inclusion. Their work illuminates how good, bad, and indeterminate public legislation impacts LGBTQ+ communities everywhere, and it animates multiple layers of campus life, ranging from lessons within a three-year-old day care center to policy-making among senior administration. May the power of well-chosen words continue to deepen our understanding, clarify our communication, and empower us all as pro-LGBTQ+ campus activists.
Chapter Three: Checking the Pulse Early: LGBTQ-Inclusive Curriculum in Elementary Schools (Dominic Grasso / Traci P. Baxley)
| 27 →
Checking THE Pulse Early
LGBTQ-Inclusive Curriculum in Elementary Schools
DOMINIC GRASSO AND TRACI P. BAXLEY
It was approximately 7:45 a.m. and I was preparing my classroom materials for the day ahead. Students were starting to file down the hallway after eating breakfast in the cafeteria. I was writing on my whiteboard, when all of a sudden, I heard the door to my classroom open, and saw a familiar 5th grade student poke his head in. He looked at me, and I looked at him, knowing that he wasn’t supposed to be in my room at this time. Before I could open my mouth to direct him to go to his homeroom class, he looked at me, shouted “faggot,” began laughing, closed the door, and proceeded to march merrily down the hallway to his class. (Grasso, 2016)
OUR MOTIVATION FOR WRITING
I (Dominic) cannot pinpoint what exactly it was about that specific incident that it left such a lasting impression on me. At first, it was the fact that I had been degradingly insulted by a 5th grade student, but then I realized that I might have been more upset that I was totally unsure of how to respond. It has been well documented that teachers in schools across the nation are hearing similar anti-gay slurs used regularly (Kosciw, Greytak, Palmer, & Boesen, 2014). Perhaps just as troubling, is the fact...
You are not authenticated to view the full text of this chapter or article.
This site requires a subscription or purchase to access the full text of books or journals.
Do you have any questions? Contact us.Or login to access all content.