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A Guide to LGBTQ+ Inclusion on Campus, Post-PULSE

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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.

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Chapter Nine: Our Morning after PULSE: A Parent/Teacher Educator’s Experience of Protection, Invisibility, and Action (Sarah Pickett)

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CHAPTER NINE

Our Morning AFTER PULSE

A Parent/Teacher Educator’s Experience of Protection, Invisibility, and Action

SARAH PICKETT



OUR MORNING: PROTECTION, INVISIBILITY, AND ACTION

The Pulse Massacre motivates me to write about LGBTQ+ affirming practice in K–12 educational communities, pedagogy, and teacher education settings. In positioning myself I grappled with the multiple marginalized identities represented in the Pulse tragedy that my social location does not reflect. I struggled with how to represent these marginalized communities and honour the intersectionality of the Pulse Massacre victims (Carbado, Crenshaw, Mays, & Tomlinson, 2013). Intentionally, I focus only on my lived experience within the identities I hold as white, cisgender, lesbian/queer, co-parent, and educator of educators.

I position myself within the LGBTQ+ community and use autoethnography as methodology, drawing meaningful connections between personal and cultural knowledge through evocative accounts of my experience in education that matter and make a difference (Ellis, 1999, 2004; Ellis & Bochner, 2000). My experience is not intended to nor could it represent the myriad responses that LGBTQ+ educational communities experienced after Pulse. Narrative accounts of my experience after the Pulse Massacre aim to contribute knew cultural knowledge to the question: How can allies, K–12 educational environments, and more broadly educational institutions, such as the academy enact an ethic of care following tragedies such the Pulse Massacre?

In attempting to answer this question a relational context becomes pivotal to the...

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