A Lesson that Loves Our Students: Trans Consciousness PD Curriculum
Mar 31, 2023
A Lesson that Loves Our Students: Trans Consciousness PD Curriculum
Purpose:
Schooling in the US context includes an ongoing social indoctrination in systemic patriarchy and cis-gendered heteronormativity. These values and ethics can be found in the overwhelming majority of literature and art and history available for current classroom curriculum.
As educators that love our students, we can restructure these narratives in order to make each child feel fully seen, represented, included, honored, cared for and loved for the being they are, regardless of their personal identity and expression.
Honoring the unique expression and experience of each individual as a valuable part of the whole is an important aspect of any pedagogy that prioritizes belonging for all of our children. We can honor and support biodiversity in all human and non-human forms.
It is likewise understood that we are all on a journey to reduce bias and increase understanding and empathy, and we are committed to ongoing resources that support community growth in this area.
What is known is that not respecting gender identity and pronouns leads to a significant increase in suicide attempt rates among trans identifying youth, and that suicide attempt rates drop to below national averages when LGTBQ youth experience a “very accepting” community. (The Trevor Project Data, 2022)
A Lesson that Loves Our Students: Non-binary and trans consciousness. (45 min)
We will consider as a community of educators stories, books and resources in recognition of the ongoing need for education and growth.
Welcome. Gather in small grade/age level groupings, ideally 4 people per group. (2 min)
Conocimiento Practice in Three Parts
Conocimiento is a practice originated by scholar and activist Gloria Anzaldua that we invoke to uplift our cultural, socio-emotional and embodied ways of knowing and being as a part of building our inner strengths, collective wisdom, and intellectual pursuits.
Part 1 (5 min)
Find a comfortable location together, and then focus gaze inward or on an object of beauty. Locate and honor a part of yourself that you consider unique and sacred, perhaps a part that has not always been easily understood or accepted by others.
What particular radiance, temperament, joy and wisdom does this part of you hold? What gift does this uniqueness bring to your communities, and to our school? What is lost when this part of you is not accepted, honored, held or seen as valuable by others?
Journal any thoughts that arise. Or share with a partner. Thank your partner for their gifts.
Part Two (5 min)
Partner with one other person. Find a comfortable location together, and then focus gaze on them. See if you can hold eye contact for some time. Locate and honor a part of this person that you consider unique and sacred, perhaps a part that has not always been easily understood or accepted by others.
What particular radiance, temperament, joy and wisdom does this person hold? What gift does their uniqueness bring to our community, and our school? What is lost if this part of them is not accepted, honored, held or seen as valuable by others?
Briefly share your experience with your partner, 1-2 min each.
Part Three (5 min)
Consider someone you know, perhaps a student or family in your community, that identifies as non-binary, two-spirit or trans. Meditate on their particular radiance, temperament, joy and wisdom. What gift does this uniqueness bring to others in their community? What is lost when this part of them is not accepted, honored, held or seen as valuable by others?
Briefly share the story of this person's radiance with your partner, 1-2 min each. Return to your small group.
Creative Inquiries
Introduce Creative Inquiries for discussion:
- Why is it important to our path and purpose to uplift community awareness and acceptance of non-binary, two spirit and trans people?
- How are we holding gender inclusion and belonging not on a day, a month but as core values daily in our school and classrooms?
- What (stories/gestures) can we begin to share as a part of ongoing awareness and inclusion?
- What further resources do we need to support our non-binary, two spirit, trans youth across age levels?
Knowledge Set
The following data is hard to hold, but helps to uplift the urgency of care for our non-binary/trans and LGBTQ community:
Trevor Project data, 2022:
- 71% of transgender and nonbinary youth reported that they have experienced discrimination based on their gender identity.
- LGBTQ youth who found their school to be LGBTQ-affirming reported lower rates of attempting suicide.
- LGBTQ youth who live in a community that is accepting of LGBTQ people reported significantly lower rates of attempting suicide than those who do not.
- "Although our data continue to show high rates of mental health and suicide risk among LGBTQ young people, it is crucial to note that these rates vary widely based on the way LGBTQ youth are treated."-Dr. Myeshia Price (she/her or they/them)
Senior Research Scientist, The Trevor Project”
Discussion
Return to your small groups and discuss the following Creative Inquiries (15 min):
- Why is it important to uplift community awareness of non-binary, two spirit and trans people in our school?
- How are we holding gender inclusion and belonging not on a day, a month but as core values daily in our school and classrooms?
- What (stories/gestures) can we begin to share as a part of ongoing awareness and inclusion?
- What further resources do we need to support our non-binary, two spirit, trans youth across age levels?
"The fact that very simple things — like support from family and friends, seeing LGBTQ representation in media, and having your gender expression and pronouns respected — can have such a positive impact on the mental health of an LGBTQ young person is inspiring, and it should command more attention in conversations around suicide prevention and public debates around LGBTQ inclusion."-Amit Paley (he/him), CEO & Executive Director, The Trevor Project
Artistic Research
Creating joy through story: In your small group, take 10 min to read aloud a positive representation of non-binary and trans people in a story or stories of your choosing, and select which, if any, you might share in your classroom and why.
A few early childhood books for consideration:
Julian is a mermaid
Neither
When Aiden became a big brother
It feels good to be yourself
https://m.youtube.com/watch?v=Ny0wjj8t2X8
Who are you?
Closing
Some common sources of joy identified by LGTBQ (and all?!) youth. Consider which you already offer or might be able to provide or support more of in your role as an educator. Select three to focus on this year, individually or as a grade-level, department or school!
- Gender-affirming clothing
- Family & parental support
- The LGBTQ community
- Accepting & affirming friends
- Hope & excitement for the future
- Happy LGBTQ elders & married couples
- Learning about LGBTQ history
- Faith & spirituality
- Music
- Falling in love
- Cishet allies
- Learning I’m not alone and there are more people like me
- Protective laws/victories for LGBTQ rights
- Supportive teachers
- Having a safe space to express gender, gender identity, and sexuality
- All gender restrooms
- Queer role models
- Pets/Animals
- Taking care of younger siblings
- Art, art expression, art therapy/crafting/drawing
- LGBTQ clubs on campus
- Athletics & Exercise
- Dance
- Living as their authentic self
- Self-love & acceptance
- Cooking
One word of reflection/gratitude as a whole group check out.
Thank you for tending to our youngest members of humanity. We hope this provides you with ways to expand and support the students you teach. Thank you to the Trevor Noah Project for their data and ongoing work.
