For Pride Month and CSD, we’re here and we’re queer! In case you missed the first part, ELTABB has collected interviews from queer teachers in Berlin telling us their thoughts and experiences on LGBTQIA+ visibility and representation in ELT.
Interviews
Name: Shaunessy
Pronouns: he/him
How do you identify? I try to avoid identifications of any kind, but I fall into the “gay” category.
What do you teach? I am an editor at a German educational publisher in the Foreign Languages for Vocational Education department. I also taught, mostly adults and often in-company, from 2000 to 2007.
Are you publicly out at work?
Yes.
Do you teach LGBTQ+ lessons in the classroom? If yes, what have you taught? How did your students respond?
As a teacher I rarely, if ever, made a lesson around LGBTQ+ issues. I was out, though, and would occasionally mention my relationships or my participation in a gay event, going to a gay club, etc. I never had a bad reaction from any clients in Berlin or Brandenburg.
It is fairly easy to portray same-sex parents, couples, etc. without making a big deal out of it.
As an author and publisher, I have been responsible for bringing the first LGBTQ+ themes/portrayals into our programme. Unfortunately, not many Bildungspläne (educational plans) allow space for dealing with the issues in depth. But it is fairly easy to portray same-sex parents, couples, etc. without making a big deal out of it.
Have you experienced homophobia/biphobia/transphobia in the classroom? How did you handle it?
I don’t remember any. I think my students perceived me as a self-confident gay man and so wouldn’t have dared say anything anti-homosexual, so “handling” the problem begins with your own self-worth. If anyone had said anything anti-LGBTQ+, I would have stopped the lesson to teach about this.
I’ve also not had any incidents at my current employer. My boss has never objected to the LGBT content I’ve introduced.
However, just because there are no ‘incidents’ does not mean that I get the same respect I would get if I were straight. Anti-homosexual conditioning goes very deep, and it’s clear to me that when I speak, my “gay” voice doesn’t command as much respect or status as a straight voice would. Together with my foreign accent, it’s a double-whammy against me. And I don’t have a wife and kids elevating my status.
What steps can teachers take to ensure safe queer visibility and representation in the classroom?
They need to be ready to deal with anti-LGBTQ+ statements when they occur. So, they need to have thought in advance about what it means to be L, G, B, T, Q, gender non-conforming, etc., and WHY it is ok to be so, why people ridicule us, why we deserve respect, and why we deserve protection. And they need to be able to articulate this.
What problems should be addressed in regard to queer visibility and representation in the classroom?
One problem appears to be a lack of materials. Recently the Tagesspiegel reported on a study in which schoolteachers of all subjects said they were in need of material for dealing with the anti-homosexual bullying that they witness on a regular basis.
My assumption is that they feel they need, number one, instructions on how to deal with incidents when they occur, and number two, subject-specific material they can base lessons on. But the study also found that many teachers were woefully ignorant of the presence of LGBTQ+ students at their school, assuming it to be a problem of adulthood, so Aufklärungsarbeit (educational work) is also needed.
Name: Kevin
Pronouns: he/him, they/them
How do you identify? Queer
What do you teach?
Adults, mostly Business English (in-company), EAP (English for Academic Purposes), and ENSP (English for No-specific Purpose)
Are you publicly out at work?
Yes.
Do you teach LGBTQ+ lessons in the classroom? If yes, what have you taught? How did your students respond?
It’s no secret to my students that I have a husband, so if a student asks, “What did you do at the weekend?”, they will get a queered response. So I would, in general, casually include queer topics in the classroom. For me, queer in the context of teaching is best understood as a verb, and it’s something that we do in our lessons not what we are in our lessons.
Queering is a way of challenging (hetero)normative standards, and there is lots of research showing that those standards are harmful to learners. I’ve used images showing women in different clothes and asked students to imagine the lives of the people shown and discuss what those ideas are based on. It’s more about asking questions than leading someone somewhere.
Have you experienced homophobia/biphobia/transphobia in the classroom? How did you handle it?
I didn’t as a teacher but as a student when I was learning German. A classmate brought up the issue that queers don’t exist–I mean literally that–but the teacher (who identifies as queer) didn’t intervene. His reasoning was that he didn’t want to alienate the other student, and my argument was that he shouldn’t alienate me. His reaction was a choice. These are always choices. And how and why we as teachers make choices has an effect.
What steps can teachers take to ensure safe queer visibility and representation in the classroom?
The first thing is to be sensible about safety. You have to use your common sense about the potential danger of the environment, and what sort of material can be used. For this reason, the questioning process that lies at the heart of queer methodology as espoused by the likes of Cynthia Nelson is so useful. It’s an approach that works with any material, really.
Check the support you are going to get from heterosexual colleagues.
Also, check the support you are going to get from heterosexual colleagues. If you know the agenda you’re putting out is OK with your employers, then that agenda may be OK in your class. For example, if you want to share a queer text in the classroom, discuss it with employers and colleagues and ask if they have ever done something similar.
What problems should be addressed in regard to queer visibility and representation in the classroom?
I suppose for years academics like Heiko Motschenbacher or Ashley Moore have tried to raise the lack of queer visibility or lifestyle in textbooks, so the onus has been on individual teachers to create their own material. Again, lots of research shows that how people are represented in course materials is key to learners’ understanding of how they are perceived and valued in that culture; it shouldn’t be too hard to imagine what not being represented feels like.
Therefore, I would say that at least in some way the question of dealing with the material gap has to be looked at. Should, for example, English language teaching associations offer a resource centre for people who wish to use queer materials in the classroom? Also, of course, that queer teachers offer each other.
Name: Allia
Pronouns: she/her
How do you identify? Queer
What do you teach? Everything and everyone
Are you publicly out at work?
I don’t know. It’s not something I’ve ever shied away from. I talk about LGBTQ+ issues all the time, I always have some element with regard to gender stereotypes, and I do workshops with GLAAD. I’d like to think it’s obvious, but maybe people don’t know.
Do you teach LGBTQ+ lessons in the classroom? If yes, what have you taught? How did your students respond?
Yes, most of the time they are put under the umbrella of larger topics such as gender issues, rape culture, or hate crimes. What I’ve noticed is when I put it under the umbrella topic the students respond positively meaning they are more willing to engage in the topic.
When put under the umbrella of larger topics, students are more willing to engage in the topic.
One example is from my college-level argumentative writing class when we were talking about the power of visuals. I had put up a series of pictures of those who have been murdered for being LGBTQ, such as Matthew Shepard or Amber Rose. I had students identify the people in the pictures to see if they could remember who these people were, but then it turned into a conversation about LGBTQ treatment in the justice system, the media and a discussion of hate crimes.
Have you experienced homophobia/biphobia/transphobia in the classroom? How did you handle it?
I was teaching at a charter high school in Compton, and we were doing a lesson about gender stereotypes. A student was sharing her experiences when another student insulted her mumbling “d***” under his breath. The student who was sharing got upset and started yelling.
To deescalate the situation, I told her that her anger was not unjustified and asked her to leave the room as I would deal with the situation. While she was gone, I addressed the other student in front of everyone, and, instead of reprimanding him, I just asked him a set of questions like, “What does the word mean?” and “Where did you learn it from?” He started answering the questions and eventually explained that he heard it from his father who would also frequently use the term “f*****”.
In the conversation, the student realized that he didn’t really feel this way, and that it was his father’s influence. This then carried on into a conversation among the rest of the students reflecting on their own upbringing, experiences, and things that had been passed down from their parents. Later, I pulled the student aside and said that it was his choice to either apologize to the individual or apologize in front of the class. The student ended up doing both.
What steps can teachers take to ensure safe queer visibility and representation in the classroom?
To ensure safe queer visibility, a teacher has to create a conducive environment for learning and discussion. That could look like creating a mission statement together as a class (or class rules). It can be teaching students how to respond to an individual coming out as LGBTQ+.
And it can also be including information in your syllabus, for example, on LGBTQ centers in addition to mental health and homelessness resources. Also, students will mirror the teacher’s behavior.
What problems should be addressed in regard to queer visibility and representation in the classroom?
Everything! But if I had to pick two, I would say the lack of visibility and an unwillingness to fully dive into the topic.
We hope that you have found these interviews thought-provoking yet inspiring because, let’s be perfectly queer, this is only one step in guaranteeing positive LGBTQIA+ visibility and representation in the ELT world and beyond. If you want to know more, here are some useful links for you to peruse. And Happy Pride!
https://raiseupforelt.com/our-books/
https://www.hrc.org/resources/glossary-of-terms
https://www.hrc.org/resources/bisexual-visibility-in-the-workplace
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For a more in-depth look into inclusive classroom practices, check out Tyson Seburn’s article on queering ESL materials in a fun and effective way.
