INTRODUCTION

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As an instructor, I invite you to forget all the myths you have learned and to fully open your mind to the reality of human diversity (para, Viloria and Nieto 2020).

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You are a teacher. Your students will come into your class stating they know everything about sex, gender and sexuality. You might enter this course with the  same sentiment.

shiny red apple vectorYour first challenge is to take this course and personally grade your knowledge on these topics to help your students. The test will to be to create a safe environment and to feel 100% confident in addressing any future issues a pupil might have while in school.

Always remember, a student/teacher’s positive connection will result in playing a greater role in the pupil’s educational accomplishments. (para, Andrews & Gutwein (2019).

Through digital storytelling. This class is designed as a way to provide teachers different approaches of demonstrating learning.

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It is our responsibility to establish a safe, inclusive and creative learning environment.  Have you thought about how gender, sex, and sexuality has influenced school experiences within particular groups of students?

It was suggested that schools not only reinforce dominant societal sex roles but also “… enforce[s] a set of sex and gender roles which are more rigid than those current in the wider society”. (para, Cited in Youdell, 2005, p. 250, Delamont, 1990, p. 5.). Teachers were also found to respond differently between girls and with boys. Furthermore, (2016), reported, “Sex-segregation in public schools threatens the safety of trans students and institutionalizes patriarchal definitions of gender that harm our entire society.” 

In a perfect world, schools are considered safe social institutions and protective zones for the LGBTQQI (lesbian, gay, bisexual, transgender, queer, questioning, and intersex) adolescents from physical and mental harm. Not only are they hostile environments from peers but, teachers also fuel the fire by not helping for example, a transgender teen or not knowing how to help. It is reported that 26% of LGBTQQI youth say, “Their biggest problems: not feeling accepted by family, being bullied at school and the fear to be out and open. (para, HRC.org (2020).

For instance, overtly discriminatory comments from teacher-to-student related to the student’s sexuality, gender…is no surprise that gender and sexuality diverse students avoid reporting gender and sexuality diversity bias. (para, cited in Ferfolja and Ullman, 2020, ). Smith (2018) reported, “…43% of the students experienced LGTBQQI bias related harassment and discrimination.

Diversity Flags

A survey in 2018 questioned 2,500 teachers in the United States and the results showed teachers were less comfortable intervening with bullying due to sexual orientation and gender identity.  While 83% percent felt a need to provide a safe environment by displaying visible symbols of support or disciplining students for bullying. Only half had taken action to do so. Some teachers reported feeling uncomfortable talking to their students about sexuality due to their own personal beliefs or perceptions about what is appropriate – often conflating sexual orientation with sex. While others felt pressure from administrators or parents to keep tight-lipped. Regarding bullying, policies are being implemented for student safety and violence protection. As of 20 July, 2020, four states are requiring public schools to teach LGBTQQI history. (para, Minero, 2018).

The constructs of gender, sex and sexuality and their definitions have become more complicated as time goes on. Question: Is our society based on compulsory heterosexuality?  

Question: Is our society based on compulsory heterosexuality?

This is my own personal digital storytelling video. (Full screen)

 

Now let’s listen to Lynn a teacher who utilizes digital storytelling in the classroom

Let your students find their voice through digital storytelling.

 

 

 

Listen to Lecture 

Ballard-Reisch (2016) commented,”…biological sex and social expectations about how the sexes will behave are not imperatives, but rather associations and expectations” (p. 8). Furthermore, van Anders (2015) reported,”Sexual orientation is largely used as the primary way to describe a person’s sexuality” (Katz-Wise & Hyde, 2014; Rosario & Schrimshaw, 2014). Since understandings of sexual orientation generally revolve around gender, this means that gender is the defacto foundation for categorizing sexuality” (p. 1177).

In other words, sex+culture=gender is an equation that seems to be the basis for thinking, sexual orientation+culture=sexual identity (p. 1178, van Anders (2015).

It appears there is the inseparability of sex–gender–sexuality that shows how these are constrained by particular constellations of identity categories and the availability of particular discursive resources (para, Youdell, 2005, p. 268).

Does Gender Matter

Current User Progress

Digital StoryTelling-Rethinking Gender,Sex and Sexuality
Module 1 Digital Storytelling - Rethinking Gender Sex and Sexuality-
Unit 1 Welcome
Unit 2 Syllabus For Review
Unit 3 Introduction
Unit 4 Digital Storytelling For Students
Unit 5 Theory Equations
Unit 6 The Genderbread Person and Digital StoryTelling
Module 2 Gender Identity Theories-
Unit 1 Does gender matter?
Unit 2 Constructing Gender
Unit 3 Gender Theory: Constructivism Theory
Unit 4 Gender Theory: Essentialism Theory
Unit 5 Gender Theory: Environmental Theory
Unit 6 Trans Identity Defined
Unit 7 Trans Identity
Module 3 The Role Of Biological Sex-
Unit 1 Does sex matter?
Unit 2 Understanding Biological Sex
Module 4 What Is Sexuality-
Unit 1 Does sexuality matter?
Unit 2 Understanding sexuality
Unit 3 Pansexuality≠Bisexuality
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