Small comments, big implications
These small and non-aggressive comments about women’s power and the presence of gay individuals in a culture may seem insignificant in the greater context of a class that successfully works to break down stereotypes. However, it is the view that such comments are trivial or insignificant that helps to reinforce systems of oppression. Richard Friend argues that “school culture in the United States reflects the conflicts and tensions of the broader society. While neither powerless nor without responsibility, schools reflect and re-create a society whose perceptions render some individuals invisible” (85). Leaving such comments unaddressed within a PCW class reinforces a greater trend in American school culture to ignore or disregard sensitive topics about sexuality that some may find uncomfortable. Ignoring these topics may make individuals that identify with these categories feel invisible, disempowered, and disenfranchised.
Although the students in our class were only remarking on cultural truths concerning how gender and sexuality are perceived in their cultures, the lack of discussion surrounding these comments consequently devalues cultural truths in American culture. It may be true that homosexuality is not accepted in their religion/culture, and is therefore a concept that is not addressed. However, to assume that LGBT individuals do not exist in their home countries is perhaps both presumptuous and incorrect. Regardless, various gender and sexual orientation identities are a part of American culture; whether or not one agrees with or legitimizes such identities, it cannot be denied that there are individuals who view themselves within these categories. Leaving an assertion that such identities do not exist unevaluated reinforces heterosexism by assuming “that everyone is heterosexual, or if not, should be” (Friend 139). Similarly, " 'sexism' is the set of assumptions and arrangements about how women and men are or should be' " (Friend 142). Even within our PCW class there may be individuals who identify as LGBT or found the comments about how women's power "should be" offensive. The lack of discussion following these claims was unfair to any such individuals.
School cultures that reinforce heterosexist and homophobic views, even if implicitly, have vast effects on all individuals. Friend says "When educators interrupt racist and sexist name calling in schools, but do not intervene when homophobic comments are made (which is frequently the case), their silence communicates a message of permission" (148). In order for teachers to combat heterosexist school culture, they must address all sexist and homophobic comments and make them into teachable moments. Doing so requires sensitivity, patience, and often bravery, as such discussions may not be well received by students who have not been exposed to such ideas previously. The absence of such discussions can lead to a variety of forms of harassment against LGBT students, ranging from hate crimes to physical violence and verbal taunting (Cramer 12).
Such conversations should push students to recognize what privileges they are afforded within their own culture. Although most scholarship in this area has revolved around recognizing male, white privilege, all students can unpack how privilege works in their lives. In her article "White Privilege: Unpacking the Invisible Knapsack, Peggy McIntosh recognizes how schooling culture influenced her views on oppression and privilege: "My schooling gave me no training in seeing myself as an oppressor, as an unfairly advantaged person, or as a participant in a damaged culture" (10).
If one recognizes that there is an oppressed group present within their society, they must also recognize how being outside of that oppressed group privileges them, "which as a member of the dominant groups one is taught not to see" (McIntosh 12). Warren Blumenfeld makes a similar argument--"We may find ourselves both in groups targeted for oppression and in those dominant groups granted relatively higher degrees of power and prestige. By examining how we are disadvantaged as well as looking at the privileges we have, we can develop empathy for individuals different from ourselves and create a basis for allegiances" (102). Inclusive discussions should help students recognize how privilege and oppression function in their lives, and how systems such as school can reinforce prejudice. This recognition is the first step in understanding how small comments about heterosexism and homophobia can have vast implications in real life contexts.
Although the students in our class were only remarking on cultural truths concerning how gender and sexuality are perceived in their cultures, the lack of discussion surrounding these comments consequently devalues cultural truths in American culture. It may be true that homosexuality is not accepted in their religion/culture, and is therefore a concept that is not addressed. However, to assume that LGBT individuals do not exist in their home countries is perhaps both presumptuous and incorrect. Regardless, various gender and sexual orientation identities are a part of American culture; whether or not one agrees with or legitimizes such identities, it cannot be denied that there are individuals who view themselves within these categories. Leaving an assertion that such identities do not exist unevaluated reinforces heterosexism by assuming “that everyone is heterosexual, or if not, should be” (Friend 139). Similarly, " 'sexism' is the set of assumptions and arrangements about how women and men are or should be' " (Friend 142). Even within our PCW class there may be individuals who identify as LGBT or found the comments about how women's power "should be" offensive. The lack of discussion following these claims was unfair to any such individuals.
School cultures that reinforce heterosexist and homophobic views, even if implicitly, have vast effects on all individuals. Friend says "When educators interrupt racist and sexist name calling in schools, but do not intervene when homophobic comments are made (which is frequently the case), their silence communicates a message of permission" (148). In order for teachers to combat heterosexist school culture, they must address all sexist and homophobic comments and make them into teachable moments. Doing so requires sensitivity, patience, and often bravery, as such discussions may not be well received by students who have not been exposed to such ideas previously. The absence of such discussions can lead to a variety of forms of harassment against LGBT students, ranging from hate crimes to physical violence and verbal taunting (Cramer 12).
Such conversations should push students to recognize what privileges they are afforded within their own culture. Although most scholarship in this area has revolved around recognizing male, white privilege, all students can unpack how privilege works in their lives. In her article "White Privilege: Unpacking the Invisible Knapsack, Peggy McIntosh recognizes how schooling culture influenced her views on oppression and privilege: "My schooling gave me no training in seeing myself as an oppressor, as an unfairly advantaged person, or as a participant in a damaged culture" (10).
If one recognizes that there is an oppressed group present within their society, they must also recognize how being outside of that oppressed group privileges them, "which as a member of the dominant groups one is taught not to see" (McIntosh 12). Warren Blumenfeld makes a similar argument--"We may find ourselves both in groups targeted for oppression and in those dominant groups granted relatively higher degrees of power and prestige. By examining how we are disadvantaged as well as looking at the privileges we have, we can develop empathy for individuals different from ourselves and create a basis for allegiances" (102). Inclusive discussions should help students recognize how privilege and oppression function in their lives, and how systems such as school can reinforce prejudice. This recognition is the first step in understanding how small comments about heterosexism and homophobia can have vast implications in real life contexts.