Right off the bat I have to say I have no answers to this question. So please, all you creative people, reply to this blog if you have any ideas!
Any of you that share the same 780 seminar class as me know that I am an advocate for transgender people because of some unique work experience I have had. After writing the article review for Jason's class, I have been reflecting on how gay, lesbian, bi, trans, and queer people can be represented in social studies. The article review I did was about including a female perspective on History into social studies class. The idea that history is traditionally presented from the male perspective is understood by most historians and most strive to add some balance. The article argued that in the reality of the classroom, the female perspective is often put aside to get through the curriculum. The author stated that girls are still growing up with a belief that women were not important players in history. Since writing it I have been reflecting on other marginalized groups, whose perspectives have been left out. As social teachers we are aware of the shortcoming in perspectives of some of these groups like aboriginals and immigrants. I feel, like the female perspective, that these views can readily be incorporated into our classes. I am, however, unsure how to incorporate the GLBTQ perspective. If anyone can recommend a source or idea, I'd love to hear it. I think this kind of inclusion could do a lot to promote acceptance and understanding.
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1 comment:
Hey Lia,
You raise a very good question and I am sure there is more than one answer. Personally, I believe that every school is already situated in politics and these politics will most likely influence the curriculum of that particular school. However, I do not believe that students should be left in the dark with regards to historical bias and indoctrination either. So where should the line be drawn? In a Social Studies classroom, controversy should be used a resource in which students and educators devise acceptable principles and strategies for developing and articulating the controversial issue (McLaughlin, 63). I believe it is more valuable to teach the underlying epistemological and ethical structures which root such controversies, like historical bias, than trying to teach multiple histories.
McLaughlin, T. H. (2005). Case 20: What is controversy?. In W. Hare & J. P. Portelli (Eds.), Key questions for educators? (61-64). Halifax: Edphil Books.
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