Queering the Academy
Making a difference in our academic spaces
- How to be an Ally
- Queering the Academy informational pdf
TUFA's Equity committee, in collaboration with staff, community partners, and student groups is organizing a campus-wide "Queering the Academy" (QTA) campaign that will take place in October on both the Symons and Durham campuses. We chose October as it is Queer History month and October 11th is National Coming Out Day. Based upon national and international campaigns, the goals of QTA are to "warm up" campus climates, make them more welcoming and inclusive for all faculty, staff, and students, and dismantle cisgenderism/heterosexism, trans/homophobia, and discrimination. We are celebrating the contributions that queer students, staff, and scholars make to the academy and have invited our colleagues to consider how they can "Queer" their lectures, course materials, and content. We are also highlighting queer research, books, articles, and scholarship from Trent Faculty and graduate students.
Peterborough - October 28-November 1st.
October 28 to November 2, Scott House @ Traill College
Traill: A Space that Fosters Alternative Voices (an exhibition)
Peterborough - October 30, 2018
- 12:00- 12:30 Queering The Academy Celebration and Opening- Great Hall Champlain
- Welcome and Introduction- Dr. Susan Hillock- Chair Tufa’s Equity Committee
- Opening Remarks- Dr. Leo Groarke- President Trent University
- #QUEERTRENT Cupcakes Served
- 12:30- 3:30 Information and Awareness Tables Across Campus
- 12:30- 3:30 Coming Out Door, Allyship, and Photo Booth Event – OC Wenjack area Hallowe’en Candy Available
- 1:00- 3:00 Sex Toys: Enhancing Intimacy for a Millenia- You’re Welcome Presentation- ECC212
- 4:00- 7:00 “Hedwig and The Angry Inch” in Partnership with Trent Film Society- Trent Student Centre Event Space Rm # TSC1.07 Rainbow Popcorn and Juice Available
- 4:00- 6:00 Queer Consent Circle- LEC Pit- Robyn Ocean- Trent’s Sexual Violence Prevention and Peer Support Coordinator
- 7:00- 9:00 Round Table Discussion: Out And About On Campus: Queerness and Disability/Deafness on Campus, Bagnani Hall, Traill.
- All Day #QUEERTRENT / Queering The Academy Participation Contest- Win Prizes!
1 November 2018 Kerr House @ The School for the Study of Canada, Traill College
- 12:00-1:30 Queering your syllabus (brown bag lunch)
- Professors Karleen Pendleton Jimenez and Dimitry Anastakis share their experiences and recommend some best practices for including the LGBTQ2 community in your course design. Bring your lunch – cookies will be provided!
- 1:45- 3:00 Queering the Trent Experience
- An opportunity to share in informal discussion about being Queer at Trent as a student, as a faculty member or staff member or as an ally.
- 3:15 - 4:30 Queer Idols and Free Snacks: Poster Competition, Exhibition and Social
- General collegiality accompanied by food – and an opportunity to cast your ballots to vote for winners in the poster contest.
Trent At Durham - October 11-30th
October 11, 2018 -October 30 Rainbow Archway Installation
October 18, 19, 29, 30 Front Atrium and Library space, 11 am-3 pm- Atrium Slide Show
- 11 am Queering The Academy Celebration and Opening
- 11 am Photo Booth #QUEERTRENT / Queering The Academy Participation Contest
- 11- 3 pm Information and Awareness Tables (in front of the library)
October 30 3- 6 pm Final Event Atrium
3 pm Atrium - Joe Muldoon Welcome and Cake Cutting
Movie: Rocky Horror Picture Show
Contest Prize Ceremony
October 30th is the date for our “Queering the Academy” social media contest where all students, faculty, and staff have a chance to win prizes, including a $200 Trent Bookstore Gift Card and two $75 Trent Food Services Gift Cards.
To enter the grand competition, faculty, students, and staff must post a photo of themselves showing their participation in Queering the Academy by sharing #QUEERTRENT on social media (Instagram, Facebook,or Twitter). Those who do not use social media can still enter. Please state union or college affiliation as subject heading and email photo to email@example.com.
Additional competition: Students can also share the college, with which they are affiliated as a hashtag in the same post, so that they can enter a secondary competition for prizes from their college.
Example posts - Decorating the college office to show Champlain support for Queering the Academy #QUEERTRENT and #ChamplainCollege
Queer Your Teaching - Suggestions for Queering The Academy (QTA): Faculty, Instructors, & Graduate Students (S. Hillock, 2018)
Regularly Incorporate Queer Research and Scholarship Into Your Classes/Courses
- Queer Your Lecture- include queer readings, authors, literature, art, history, research, topics, and so on (see recommended readings list below).
- Queer Your Syllabi
- Do a Sex/Gender- based Analysis of your course materials, syllabi, and teaching methods (see below- Clow, Pederson, Haworth-Brockman, and Bernier, 2009).
- Include Case Studies, Class Discussions, Social Action/Advocacy Plans, and Assignments that aim to critically deconstruct cisgenderism, heterosexism, and trans/homophobia.
- Respect and Include Coming Out Stories in Lectures, in Case Studies, and Class Discussions.
- Feature Important Queer Contributors from your discipline. Examples include Alan Turing- Digital World, Jane Addams -Social Work, Harvey Milk- Political Studies, Truman Capote, Marcel Proust, Emily Dickinson, and Virginia Woolf- English, Audrey Lorde- Women/Gender Studies, Creative/Critical- Oscar Wilde, We‘Wha- Anthropology, John Maynard Keynes- Economics, Erasmus- History, Leonardo da Vinci-Science, Michelangelo- Art, etc.)
Promote Insight/Self- Awareness
- Develop Awareness of Cisgender, Masculine, Class, Race, and Heterosexist Privilege
- Become Knowledgeable About History(ies) of Oppression, Harassment, and Discrimination
- Learn more about Identity Formation, Intersectionality, and Social Location
Queer Action For Change
- Create Safe Places- Find Out How to Do This
- Join/Engage with the LGBTQPlus Community
- Support and Create Queer/Straight Alliances
- Participate in Social Activism and Local Community Events
Questions to Ask: Queer(ying) Your Own Norms
- Is your office/classroom/Department a safe space? How would you know? How can you find out?
- Are your language choices, documentation, forms, and records inclusive?
- Do you have queer content, books, pamphletts, posters, art, movies, and so on visible and/or available to queer service users/students/staff/instructors?
- Do you include queer voices, images, poetry, videos, music, and stories in your lectures, case studies, assignments, discussions, articles, etc.?
- Do you know what resources are available in your local area and on campus to support queer individuals? On October 30th, please pick up one of our Information Pamphletts, available across campus at our QTA tables, to find out more.
- Do you have gender neutral bathrooms? Yes, at Trent, we do!!
- What about your Department and Trent’s hiring, tenure, promotion, and administrative practices? How inclusive are they?
- Are all your staff/faculty/instructors trained to be welcoming and inclusive?
- Have your colleagues, instructors, and staff discussed Unconscious/Implicit Bias or participated in any training in this area?
- Do you and your colleagues know what steps to take to stop heterosexism and cisgenderism and to report discrimination and harassment at Trent?
- What about your Department and Trent’s policies- are they inclusive in terms of language and do they protect LGBTQI* individuals’ freedom of sexual and gender identity and expression?
- What have you personally and professionally done to become an ally?
- How are you involved in social action to dismantle heterosexism, cisgenderism, and trans/homophobia?
WHAT IS AN ALLY?
An ally is someone who: a) adopts an identity as someone in a social position of moral responsibility to advocate for members of a group; b) adopts moral obligations to that group in virtue of taking up a social position as an ally; and c) actively works against the oppression that harms individuals within the group.
When adopting this identity, an ally assumes some power to act in a group’s interest and to speak on its behalf. That is why allies, “have moral obligations in virtue of their social positions as allies that they might not have had prior to adopting that status” (Blankschaen, 6). This means that moral action is expected from the ally. Moreover, the ally’s moral actions have to be acknowledged or recognized as allyship by the affected group. “An ally who actively works against oppression but neglects to acknowledge [the affected group]…is committing a moral wrong by using their assumed moral license to act on behalf of a group” whose members do not believe the ally represents what it means to be a victim of oppression (Chepeka, 13).
It matters that allies accept their role as people with responsibilities to a group to be good allies. To say, I am an ally to x group of people, is to say I am (adoption of identity) an ally (identity role) to (with moral obligations to) x group of people (group claiming to be represented by the ally/acceptance by group of ally identity).
As you can probably tell from these explanations, the moral obligations of an ally often go far beyond what someone is really capable of doing, but it is still important to try to achieve these ends anyway in order to combat oppression. Collin Chepeka and Kate Norlock Works Cited Blankschaen, Kurt. “Allied Identities”. Ir.lib.uwo.ca. N. p., 2017. Web. 30 Nov. 2017. Retrieved from: http://ir.lib.uwo.ca/cgi/viewcontent.cgi?article=1051&context=fpq
Chepeka, Collin. “Allyship & Feminism: An Exploration of the Roles and Priorities of Feminists” 2017 Symposium at Trent University.
QUESTIONS? Not everyone agrees about what it means to be an ally. Answers to the following questions are contested. Who decides whether someone is an ally, the ally or members of the community the ally supports? Does being a straight ally (i.e. an ally who is heterosexual) amount to exerting or reinforcing straight privilege? Can a member of the LGBTQ community be an ally to other LGBTQ people? Are allies to be counted as members of the communities of people they support? Can one ‘come out’ as an ally?
HOW TO BE AN ALLY
Educate yourself about different identities and different experiences. Do some research--there is a lot of information available (especially on the internet). Read works by queer authors. Watch films by and about members of the LGBTQ community. Engage with current events. Ask questions if there is something you do not understand and listen to the answers.
Listen to the experiences and perspectives of queer-identified people. Trust and respect that these are valid experiences and perspectives.
Be honest with yourself by reflecting on your own assumptions, prejudices, and biases.
Respect that coming out is not a one-time event, that in coming out to you a person is trusting you with something important, and that the decision to come out is the person’s own to make.
Be open and accepting. When someone comes out to you, he/she/ze is not seeking your permission, approval, or judgement.
Respect people by using the name and pronouns each person prefers you to use when referring to her/zer/him.
Avoid assumptions about whether or not someone identifies with an equity-seeking group and about what it means to be a member of such a group—there is significant diversity in every community.
Accept feedback, but do not rely on LGBTQ friends and family to do the work of correcting you all of the time.
Correct your mistakes (when you use the wrong pronoun, for instance) and move on.
Signal your support. A pride button on your bag or a rainbow flag by your door are small things that serve as clear signals of acceptance and support.
Act to make the world safer for and more inclusive of the people you support. Speak up when you encounter offensive behaviour and language. Act to remove barriers by supporting civil rights and equality while challenging prejudices.
Empower the people you support; they are not looking for you to be their hero (it is really not about you).
Remain steadfast even when this causes you to be uncomfortable or to take on extra work.
Queering History, Theory, & Awareness
Adam, B. D. (1995). The rise of a gay and lesbian movement. New York: Twayne Publishers.
Bernard, I. (1999). Queer race. Social Semiotics, 9(2), 199-212. New York: Routledge.
Berger, R. M. (1983). What is a homosexual? A Definitional Model. Social Work, 28 (2), 132-135.
Berger, R. M. (1990). Passing: Impact on the quality of same- sex couple relationships. Social Work. 35, 328-332.
Berger, R. M. (1996). Gay and gray (2nd ed.). Boston: Alyson Publications.
Crawford, W. (1984). Homosexuality in Canada: A bibliography 2nd ed. Toronto: Gay Archives.
Edwards, T. (1998). Queer fears: Against the cultural turn. Sexualities, 1, 471-484.
Fraser, J. & Miller, A. V. (1982). Lesbian and gay heritage of Toronto. Toronto: Gay Archives.
Goldie, T. Ed. (2001). In a queer country: Gay and lesbian studies in the Canadian Context. (online resource).
Irving, D. & Raj, R. (Eds.) (2014). Trans Activism in Canada: A Reader. Toronto: Canadian Scholarly Press.
Itaborahy L.P. & Zhu J. (2013). State-Sponsored Homophobia: A world survey of laws: Criminalisation, protection and recognition of same-sex love. International Gay and Lesbian Association (ILGA). Retrieved April 10, 2104 from ILGA at http://old.ilga.org/Statehomophobia/ILGA_State_Sponsored_Homophobia_2013... .
Jagose, A. (1997). Queer theory. Carleton South: Melbourne University Press.
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Lovaas, K. E., Elia, J. P., & Yep, G. A. (2006). Shifting ground(s). Journal of Homosexuality. 52 (1-2), 1-18.
MacDonald, E. (2002). Transgender/transsexual theorizing, organizing, cultural production. Conference tape. Toronto: York University.
McLeod, D. W. (1996) Lesbian and gay liberation in Canada: A selected annotated chronology 1964-1975. Toronto: ECW Press/Homewood Books.
Meyer-Cook, F. & Labelle, D. (2004). Namaji: Two-spirited organizing in Montreal. Canada. Journal of Gay and Lesbian Social Services, 16(10), 29-51.
Miller, N. (1995). Out of the past: Gay and lesbian history from 1869 to the present. New York: Random House.
Mulé, N.J. (2010). Same-Sex Marriage and Canadian Relationship Recognition – One Step Forward, Two Steps Back: A Critical Liberationist Perspective, The Journal of Gay and Lesbian Social Services (special issue), 22 (1 – 2), pp. 74 – 90.
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Polikoff, N. (2008). Beyond (Straight and Gay) Marriage: Valuing All Families Under the Law. Boston, MA: Beacon Press.
Roscoe, W. (1998). Changing ones: Third and fourth genders in Native North America. New York: St. Martin’s Press.
Sullivan, N. (2003). A critical introduction to queer theory. New York: New York University Press.
Bacon, J. (2006). Teaching queer theory at a normal school. Journal of Homosexuality, 52 (1-2), 257-283.
Bird, L. (2004). A queer diversity: teaching difference as interrupting intersections. Canadian Online Journal of Queer Studies in Education, 1 (1), 1-25.
Clow, Pederson, Haworth-Brockman, and Bernier. (2009). Rising to the challenge: Sex-and gender-based analysis for health planning, policy and research in Canada. Atlantic Centre of Excellence for Women’s Health, Halifax, Nova Scotia, Canada.
Endres, Nikolai. (2005). Queering our classrooms. Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture, 5 (1), 131-139.
Fitzgerald, M. & Rayter, S. Eds. (2012). Queerly Canadian: An introductory reader in sexuality studies. Toronto: Canadian Scholars Press.
Ford, Tracy. (2004). Queering education from the ground up: challenges and opportunities for educators. Canadian Online Journal of Queer Studies in Education, 1(1), 1-28.
Hamington, M. Ed. (2010). Feminist interpretations of Jane Addams. U.S.: The Pennsylvania State University Press.
Hodges, I. (2011). Queering psychoanalysis: Power, self and identity in psychoanalysis therapy with sexual minority clients. Psychology and Sexuality, 2(1), 29-44.
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McNaron, T. (1997). Poisoned ivy: Lesbian and gay academics confronting homophobia. Philadelphia: Temple University Press.
Moore, L., Dietz, T. J., & Jenkins, D. A. (1996). Beyond the classroom: Taking action against heterosexism. Journal of Gay & Lesbian Social Services, 5 (4),87-98.
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Queering Social Work Education
Black, B., Oles, T.P., Carmer, E., & Bennett, C.K. (1999). Attitudes and behaviours of social work students toward lesbian and gay male clients. Journal of Gay & Lesbian Social Services, 9(4), 47-64.
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Foreman, M., & Quinlan, M. (2008). Increasing social work students’ awareness of heterosexism and homophobia– A partnership between a community gay health project and a school of social work. Social Work Education, 27(2), 152-158.
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Hillock, S. & Mulé, N. J. (2016). Queering Social Work Education. Vancouver: UBC Press.
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