The Heart That Matters

Transgender Questions

Society has silenced gender fluidity and expression in countless ways, creating a strict binary. It is so necessary to push back and challenge society’s narrow and abusive definitions of gender. Ignorance perpetuates violence, empower yourself with knowledge to create a safe more inclusive society for us all.
everything-you-always-wanted-to-know-about-transgender-peopl

A Cautionary tale for self-proclaimed “Allies”

Initially, I was excited about the website: Itspronoucedmetrosexual

I have seen the Genderbread Person used frequently and thought it was a great explanation for the fluidity of gender expression and identity. I even downloaded the free digital copy of the book by Sam Killermann.

However, when I posted a link to the free digital copy of the book on my Facebook I found myself quickly informed by a couple of my activist friends that the book was entirely based on plagiarized material. My friend Sean Waldbillig, commented: “The info is important, but just remember it's not his work first. A lot of work, culture, and art has been coopted from marginalized communities. Much of it is the coopting of the knowledge of Black and Indigenous peoples (specifically women of colour) by white people.”

 Another friend posted this website which researches the entire investigation of the intersectional appropriation of the Genderbread Person: https://storify.com/cisnormativity/the-genderbread-plagiarist. Which states, “Mr. Killermann didn't mention how what he'd seen online may have been the collective working efforts of trans people and, instead of building a new brand from their work, maybe he should have been finding ways to advocate for them by boosting their voices in their name. That kind of selfless advocacy is how one earns the respect of being seen as an ally by those who experience intersectional marginalization and violence.”

This website includes an interesting visual history of the origins of the Genderbread Person Infographic. It also discusses the problems with the simplification found in all the Genderbread Person info graphics and is a very informative read.

We need to ensure that we are not applauding and rewarding members of dominant groups who steal intellectual knowledge and speak “for” marginalized communities while silencing the voices of those very communities they are pretending to advocate on behalf of.

Would you ask a heterosexual that question?

This wiki site provides some quick tips on respectfully engaging with Transgender folks. Educators need to ensure that an inclusive classroom culture is at the top of our priority list. Make sure to reflect on how you may be asking unnecessary or invasive questions.

Respect-a-Transgender-Person

"Creating Schools that Value Sexual Diversity"

“Creating Schools that Value Sexual Diversity” is an article by Elizabeth J. Meyers that discusses the silencing of student sexuality. “Sexual diversity is all around us, although it is often invisible and silenced. Schools cannot make the controversies surrounding sexual diversity disappear by ignoring them,” (p. 188). Below is the link to the PDF.

http://digitalcommons.calpoly.edu/cgi/viewcontent.cgi?article=1012&context=coe_dean

Jackson Katz website: Anti-sexism and gender violence prevention

Jackson Katz is one of America's leading anti-sexist male activists. An educator, author, filmmaker, and cultural theorist, he is internationally recognized for his groundbreaking work in the field of gender violence prevention education and critical media literacy...  

http://www.jacksonkatz.com/index.html

Two Spirit youth resource

Click on title for resource: Safe and Caring Schools for Two Spirit Youth: A Guide for Teachers and Students (2011)

The booklet was produced by the Society for Safe and Caring Schools and Community, a not-for-profit violence prevention and character education organization for children and youth.

SACSC resources are free and available online or can be purchased for the cost of printing. SACSC website: http://safeandcaring.ca/

Racism and the Sexualization of Indigenous Women

Callaloo Parade and the Sexualization of Native American Women: Sexual Violence as a Tool of Conquest: http://beyondbuckskin.blogspot.com/2011/07/callaloo-parade-and-sexualization-of.html

The violence (racism and misogyny) Indigenous women experience is systemic. Last year we were fortunate to have Marilyn Wapass present a powerful and inspirational talk called Racism and Violence Against Aboriginal Women. She left us with many resources and ideas to create change.To learn more from some of the many resources available see:

Stolen Sisters http://www.amnesty.ca/our-work/campaigns/no-more-stolen-sisters
Native Women's Association of Canada: Sisters in Spirit http://www.nwac.ca/
Video: Finding Dawn (NFB, 2007) http://www.nfb.ca/film/finding_dawn/
Video: Stolen Sisters ( Fahrenheit Films, 2007) http://www.stolensisters.com/page3.html
Book: Conquest: Sexual Violence and American Indian Genocide (Andrea Smith, 2005)

Book: Making Space for Indigenous Feminism (Joyce Green ed., 2007)

Learning about patriarchy and race: Tough Guise

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Tough Guise: Violence, Media & the Crisis in Masculinity

Video:http://www.mediaed.org/cgi-bin/commerce.cgi?preadd=action&key=211

For more information and the Study Guide see: http://www.mediaed.org/cgi-bin/commerce.cgi?preadd=action&key=211#filmmaker-about

Jackson Katz argues that widespread violence in American society, including the tragic school shootings in Littleton, Colorado, Jonesboro, Arkansas, and elsewhere, needs to be understood as part of an ongoing crisis in masculinity. Tough Guise is the first educational video geared toward college and high school students to systematically examine the relationship between pop-cultural imagery and the social construction of masculine identities in the U.S. at the dawn of the 21st century.

ReVision Quest: Lesson ideas from summer time radio

Check out the new summer time line up of CBC's ReVision Quest with Darrell Dennis: http://www.cbc.ca/revisionquest/schedule/. You can subscribe to podcasts and use episodes in the classroom: http://www.cbc.ca/revisionquest/episodes/. The show can be used to introduce some very serious topics to students and will hopefully prompt further anti-racist discussion, inquiry and action. It's an awesome show, take a listen!

About the Show ReVision Quest mixes personal storytelling, current affairs interviews and comedy to explore issues affecting Native peoples today, kicking some ass-umptions about Aboriginal life along the way. It's a show about the First Nations experience, created by all First Nations producers.

Darrell Dennis: Originally from the Shuswap First Nation in B.C., RVQ host Darrell Dennis is an actor, comedian and screen writer. He's best known for his roles in Northwood, The Rez, and as host of Bingo and a Movie. Darrell has had two plays produced (Trickster of Third Avenue East and Tales of An Urban Indian) and wrote the short film Mocassin Flats which premiered at the Sundance Film Festival and went on to become the TV series. After two years with the Second City National Touring Company, Darrell co-founded the comedy troupe Tonto's Nephews. Darrell was recently one of 13 people selected throughout the world to participate in the prestigious Sundance Writer's Lab. But his favourite thing to do is host ReVision Quest. Aw...
See more about the producers: http://www.cbc.ca/revisionquest/about/

Interconnecting Isims: Race, Gender and Homophobia

Dr. Alex Wilson of the department of Educational Foundations, College of Education at the University of Saskatchewan reminds us that anti-racism education needs to include the commitment to understand, identify and work against all forms of oppression. Racism is interconnected with homophobia, sexism, classism and ablism in many different ways. In her STARS presentation last September (2010), Interconnecting Isms: Race, Gender and Homophobia in Education, Dr. Wilson explained how these interconnecting oppressions are acts of violence and are normalized in society. Using the comic book character Whiplash, she explained how this normalization of violence leads to ‘whiplash’ or a negative reaction to something positive such as opposition to anti-oppressive education. For example, because homophobia, heterosexism, and heteronormativity are systemic in society most of us don't recognize these systems of violence and oppression. Therefore, when they are brought to our attention we may become defensive and angry, blame the victims, minimize the violence or deny there is a problem. This reaction to something positive (i.e. standing up for human rights and equality) is what Dr. Wilson calls whiplash. It is a great analogy because, truly, it can feel like whiplash when experiencing this resistance to anti-racist and anti-oppressive education. Drawing from statistics, personal stories, news stories, and qualitative research she also explained how racism, sexism and homophobia impact youth in destructive ways that can, and do, lead to suicide. It was very powerful and emotional when we viewed pictures of young boys who had recently committed suicide and were told that, something is going on. Dr. Wilson shared links to: several diagrams that explain how violence is normalized through power and control.
These diagrams can help us to understand how racism, sexism and homophobia are systems of violence that work to normalize domination. To conclude, she shared examples of individuals who challenge interconnected forms of oppression in spite of the whiplash they experience and she asked the audience to volunteer personal stories of the ways that they work as allies in anti-oppressive education. Dr. Wilson’s final words emphasized that, according to research, the most preventative factor of youth suicide is a positive and meaningful relationship with at least one adult. The fact that so many youth who experience racism, homophobia and sexism do commit suicide alarms us to the fact that we are not doing enough to care for and value our children.

Thank you Dr. Wilson for your powerful messages. If you want to learn more about her work check out these links: http://iportal.usask.ca/index.php?t=display_solr_search&having=1096641&sid=271821201
and http://words.usask.ca/alexwilson/

Islamophobia resources

Western society, especially the media, focuses on the cosmetic issues of the burqa and the hijab instead of real social, political and economical issues that are occurring in Middle Eastern countries. Muslim and Islamic people in our society are constantly vilified in the media. Here are a few useful links that you can use in your classroom.

Videos:
See Yemen Through My Eyes
http://www.ted.com/talks/nadia_al_sakkaf_see_yemen_through_my_eyes.html

Dylan Ratigan Discusses the problem with the media portrayal of Muslims
http://www.islamophobiatoday.com/2012/01/31/isna-president-discusses-islamophobia-on-msnbc/

Scholar Edward Said discusses Orientalism
http://www.youtube.com/watch?v=vdE18HdfanI&feature=fvw

Documentary - Reel Bad Arabs: How Hollywood Vilifies a people
http://www.youtube.com/watch?v=tdRc8c8jhU8

Noam Chomsky on Terrorism
http://www.youtube.com/watch?v=l8_8773TUmA

Maz Jobrani: A founding member of the Axis of Evil Comedy Tour, Maz is an Iranian-American comedian touring with his solo comedy show Brown and Friendly.
http://www.ted.com/speakers/maz_jobrani.html

Resources:
http://www.democracynow.org/

Hamdan, A. (2009). Muslim women speak: A tapestry of lives and dreams. Toronto: Women’ Press.

Hasan, E. (2010, March/April). Blanket condemnations: Contested feminisms and the politics of the burqa. Briarpatch. 39(2), 16-19.

Joya, M. (2009). A woman among warlords: The extraordinary story of an Afghan who dared to raise her voice. New York: Scribner.

Mernissi, F. (2005). Conclusion: Women’s liberation in Muslim countries. In W.K. Kolmar’s Feminist Theory: A Reader. Boston: McGraw Hill.

Said, E. (1979). Orientalism. New York: Vintage Books.

Sensoy, O., & Marshall, E. (Winter 2009/2010). Save the Muslim girl. Rethinking Schools. (14-19).

Mickey Mouse Monopoly Disney, Childhood & Corporate Power

One of my former students sent this link to me. Thanks Jocelyn! The Media Education Foundation's study guide for the film provides excellent anti-racism and anti-oppressive teaching resources/discussion questions for children (with some modifications) and youth. Mickey Mouse Monopoly part one (all five parts are on YouTube):
Mickey Mouse Monopoly youtube playlist

Media Education Foundation (click on study guide):
http://www.mediaed.org/cgi-bin/commerce.cgi?preadd=action&key=112The Disney Company's massive success in the 20th century is based on creating an image of innocence, magic and fun. Its animated films in particular are almost universally lauded as wholesome family entertainment, enjoying massive popularity among children and endorsement from parents and teachers. Mickey Mouse Monopoly takes a close and critical look at the world these films create and the stories they tell about race, gender and class and reaches disturbing conclusions about the values propagated under the guise of innocence and fun. This daring new video insightfully analyzes Disney's cultural pedagogy, examines its corporate power, and explores its vast influence on our global culture. Including interviews with cultural critics, media scholars, child psychologists, kindergarten teachers, multicultural educators, college students and children, Mickey Mouse Monopoly will provoke audiences to confront comfortable assumptions about an American institution that is virtually synonymous with childhood pleasure. Sections: Disney's Media Dominance | Disney's Gender Representations | Disney's Race Representations | Disney's Commercialization of Children's Culture

SAFE - Social Justice and Anti-Racist Anti-Oppressive Forum on Education

SAFE (Social Justice and Anti-Racist Anti-Oppressive Forum on Education) is a STF Special Subject Council dedicated to centralizing anti-racist and anti-oppressive pedagogy in Saskatchewan schools.

https://sites.google.com/site/sasksafe/

The SAFE mission is as follows:
"It is our belief that oppressions such as racism, sexism, classism and homophobia continue to permeate our schools, as well as other institutions within the society. These are issues which greatly affect our teaching staff and our students within the system, yet because they are considered to be ‘controversial’ in nature, they are often ignored or silenced. The research study that I conducted for my thesis indicates that in the Saskatchewan context, teachers are ill equipped to deal with the many oppressions that our students face, and do not have the resources needed to respond to issues such as racism, which create institutional and systemic consequences (McLean, 2007). Our goal is to provide the ongoing knowledge, resources, workshops and conferences which will support teachers in their approach to Anti-Racist Anti-Oppressive theory and praxis. We want to create SAFE spaces to discuss these issues and maintain a dialogue that normalizes the work towards social justice in our schools."
-Sheelah McLean

SAFE welcomes all (including community members, pre-service teachers) who are interested in working against socially constructed oppressions.