春水堂视频

In this Dialogues we are highlighting educators, community members, and researchers whose work focuses on advocacy for lesbian, gay, bisexual, transgender, and queer or questioning (LGBTQ+) students in educational institutions. Despite greater visibility, more legal protections, and seemingly greater support for LGBTQ+ individuals, LGBTQ+ students in K-12 schools still face hostile school environments with little to no representation in school curricula. The Gay, Lesbian and Straight Education Network鈥檚 most recent school climate report found that over half the LGBTQ+, or queer, students surveyed reported facing regular bullying and harassment. Additionally, trans and gender nonconforming students, and transgender people in the United States at large, face threats to their rights under the Trump presidency. As we stated in our first issue, our aim is 鈥渢o create a new journal for two primary reasons: to challenge the idea of what counts as scholarship in education, and to create a structured space that allowed multiple, diverse voices about pressing contemporary issues to be heard鈥� (Mommandi, 2018, p. 45). We are committed to affirming the humanity of all people, and especially people who have been marginalized in our society.

Suraj Uttamchandani and colleagues describe the difference between allyship and advocacy for LGBTQ+ youth by focusing on the expertise of LGBTQ+ youth. They provide five important and practical ways educators can improve school climate for LGBTQ+ youth. // Suraj Uttamchandani y sus colegas describen la diferencia entre ser un aliado y abogar por los j贸venes LGBTQ+ al enfocarse en los conocimientos de los j贸venes LGBTQ+. Ellos proveen cinco maneras pr谩cticas e importantes que los educadores pueden utilizar para mejorar el ambiente escolar para los j贸venes LGBTQ+.

Through narrative and imagery, Ethan Trinh describes how uplifting marginalized queer voices can have a positive impact on queer students. Trinh encourages readers to embrace queer students of color to support and affirm them in school and academia. // Por medio de la narraci贸n y las im谩genes, Ethan Trinh describe c贸mo exaltando las voces queer marginadas puede tener un impacto positivo en los estudiantes queer. Trinh anima a los lectores a acoger estudiantes queer de color para apoyarlos y reafirmarlos en la escuela y la academia.

Krishna Pattisapu affirms the need for intentionally closed spaces for LGBTQ youth of color to be able to process shared experiences with racism so that they can enter intersectional alliances feeling healed and more energized.// Krishna Pattisapu afirma la necesidad de intencionalmente proveer espacios cerrados para los j贸venes LGBTQ de color para que puedan procesar sus vivencias compartidas con el racismo y as铆 poder entrar en alianzas intersectoriales sinti茅ndose sanados y con m谩s energ铆a.

Sam Long, a high school biology teacher, writes about the exclusion of transgender topics and students in biology classrooms. He provides a framework for a gender-inclusive biology curriculum and how that curriculum can positively affect gender-diverse students. // Sam Long, un profesor de preparatoria de biolog铆a, escribe acerca de la exclusi贸n de temas transg茅nero y estudiantes en salones de biolog铆a. El provee un marco curricular de biolog铆a inclusiva en base a los g茅neros y explica c贸mo ese curr铆culo puede tener un efecto positivo en estudiantes con diversas identidades de g茅nero.

Amanda Cherry, a middle school language arts teacher, writes about her goals and strategies for creating an LGBTQ-inclusive classroom. Her experiences and suggestions provide educators with a clear vision for supporting LGBTQ students. // Amanda Cherry, una profesora de secundaria de artes de lenguaje, escribe acerca de sus metas y estrategias con el fin de crear un sal贸n inclusivo de LGBTQ. Sus experiencias y sugerencias les provee a los educadores una visi贸n clara para apoyar a estudiantes LGBTQ.

June Gothberg and colleagues point out that research often focuses on school-related issues for LGBTQ students or students with disabilities, but rarely focuses on LGBTQ students with disabilities. They discuss how evidence-based promising practices (EBPPs) can help these students. // June Gothberg y sus colegas se帽alan que las investigaciones de estudiantes LGBTQ o estudiantes con discapacidades frecuentemente se enfocan en cuestiones relacionadas con la escuela, pero rara vez se enfocan en estudiantes LGBTQ con discapacidades. Ellos mencionan c贸mo 鈥渆vidence-based promising practices鈥� (EBPPs) pueden ayudar a estos estudiantes.