TN SB49 “Don’t Say Gay” and George Takei

Yesterday the Tennessee State Senate passed Republican Senator Stacey Campfield's Senate Bill 49, the so-called "Don't Say Gay" bill, by a vote of 20-10. (Some are reporting the final vote as 19-11. I’m unsure of the official results. Either way, the bill passed.) The bill has received controversial attention over the past several weeks (months and years) over the appropriate place of government to limit dialogue in classrooms. The bill’s original language (pdf, one page – very short) stated that "No public elementary or middle school shall provide any instruction or material that discusses sexual orientation other than heterosexuality." The bill was then amended such that it could only be adopted after a review by the state board of education of "the current curriculum standards for the teaching of sex education or for the teaching of other subjects in which the discussion of human sexuality may occur incidental to the subject" (pdf, 1 page).

On Friday an amendment (for which I cannot find the official text) was submitted, and then adopted – leading to the passing of the bill – with at least two changes from the original. First, the phrasing "sexual orientation other than heterosexuality" was stricken and replaced by limiting discussions to only "natural human reproduction science."  (This change was fine with Campfield who said, "There's more than one way to skin a cat.… I got what I wanted.… Homosexuals don't naturally reproduce.") In addition, the amendment loosened the scope of the bill such that educators could respond to student questions about homosexuality without punishment, but still cannot offer materials or engage curriculum or instruction inclusive of homosexuality.

According to the Asheville Citizen-Times, "Companion legislation in the state House of Representatives has not advanced out of committee, and supporters of the bill do not intend to bring it up again until 2012."

As a practicing teacher of Kindergarten students, my concerns and fears about this bill are stacking up. Limiting the possibility for discussion and dialogue on any subject typically has dangerous results. Even hypothesizing the consequences of this bill, the following are a few of my concerns. If I were teaching in Tennessee (which I am not):

• The bill would prohibit my inclusion of curriculum and dialogue that acknowledges the lived experiences of my current students who have gay parents or other gay family members or friends.
• The bill would prohibit my colleagues who work with older elementary and middle school students from including dialogue or curricular material that acknowledges and supports students who may be gay or questioning or who have gay family members or friends.
• The bill would limit our inclusion of curriculum in which sexual orientation or identity is relevant to understanding. For example, a discussion of race, ethnicity, and power is relevant to understanding slave narratives or narratives by native peoples (both of which are currently part of our third grade curriculum, by the way). This bill prohibits a similar discussion of sexuality and power as it relates to understanding  historical and cultural events, social structures and consequences, literature, poetry, other creative works, and so on.
• The bill severely limits and/or prohibits teachers and counselors from sharing gay-positive materials with gay and questioning students (who do exist in middle school, and sometimes even late elementary school).
• The bill severely limits and/or prohibits both offensive and defensive efforts to address bullying around issues of sexuality or perceived sexuality.

In addition, the bill seems reliant on at least two faulty assumptions. First, the bill suggests that sexuality is a non-issue before ninth grade. As anyone who knows anything about human development can confirm, sexuality has a place in the lives of all people at all points in their life, both personally and contextually. This looks very different at different ages, but has a presence nonetheless. For example, my students are four and five. Generally, they are not dealing with issues of their own sexuality, but the sexuality of their parents, older siblings, extended family members, family friends, and so on, plays an important role in shaping the cultural and social contexts in which they live. I have a responsibility to help my students understand the world they see around them – a world in which diversity has an active presence (as relates to sexual orientation and a billion other identity markers). Sexuality has consequences for our social structures and the lives of my students. As such, sexuality is a relevant issue prior to ninth grade and being able to address it in age-appropriate ways is vital for supporting healthy students, families, and communities.

Second, the bill seems to suggest the idea that NOT talking about homosexuality means it doesn't exist or will disappear. Sorry to say, that’s not true. Campfield says his bill is morally and ethically neutral, but banning the discussion of one thing while allowing continued discussion of another is not neutrality. It is blatant bias. And, looking through the examples of history, intentionally creating silence around an issue won’t silence those fighting the injustice of hatred.

And in times of blatant hatred, sometimes a little tongue-in-cheek comedy is a helpful way to take action. Thus, props to George Takei. I’m on board. "It's OK to be Takei!"


Plus, as an ironic side note, yesterday (before I knew about SB49 passing) I read And Tango Makes Three with my students. It’s a children’s book that’s been banned all over the place because it “promotes the gay agenda.” It’s a true story about two male penguins in NYC's Central Park Zoo who adopt an egg in need of care and raise the resulting chick, Tango. We read the book because it integrated perfectly into our current curriculum. We’ve been talking for months about families – what a family is, who’s in a family, and really working to acknowledge the idea that no two families are the same, that all family compositions and identities are ‘real’ families, and that we can find similarities between ourselves and others, just as we can find differences. In addition, this week we were talking about zoos – as we focused on the letter Z, continued investigations about animals, and visited the zoo one block from our school. AND, we’ve been preparing the children for their eventual transition to the next grade level. We’ve been visiting the classrooms they may be in next year and the students in those rooms have been studying bird life cycles, so have been hatching chicken, duck, and quail eggs. My kids loved hanging with the baby birds. As such, And Tango Makes Three touches on all these curricular topics – families, zoos, animals, baby birds. How could I possibly have found a better curricular match?! “Gay themes” be damned. And what did the kids want to talk about when we finished the book? How cute penguins are and how parenting penguins prepare and then care for their baby chicks. Very controversial stuff.

For other (blatantly anti-SB49) videos, you can check out Jon Stewart and the folks at FCKH8.

Video Spotlight: Gabriel Anaya

Last weekend I spent my Saturday night at a fundraising event hosted by the school where I teach. The purpose of the evening was to raise money for our scholarship fund. 17% of our student population (1 in 6 students) receives financial aid to attend our school and the average award is $17,000. The goal of the evening was to raise ½ million dollars for our scholarship fund through a combination of ticket sales, raffle tickets, silent auction, live auction, and outright donation. I was able to attend the event because the parents of one of my students offered to buy my ticket. Events like this are a huge mixed bag for me. I often find it incredibly uncomfortable being around so much affluence (mostly because of the casual way the upper class are able to talk about and spend large amounts of money in a way so intensively different from my own experiences), and yet these events can also feel inspirational to me when I see others’ willingness to so generously share what they have. (Yes, there are often intense politics involved with such charity/generosity, but I also have to be thankful for what can be done with that money rather than focus too intensely on the other aspects that are much harder for me to deal with.)

During the evening, Gabriel Anaya, a graduating senior, shared a video he had made for the event. I’ve been lucky enough to work with Gabriel in a limited way this school year. His high school science course “Global Local Connections” (GLC) has spent some time working collaboratively with my kindergarten students. (We did a whole bunch of planting together and last week harvested arugula from our school’s hoop houses and made arugula butter and pizza.) Gabriel seems a genuinely kind-natured guy, somewhat soft spoken (at least with me and my students), but pretty aware of who he is. During one the days the GLC students were in my room, Gabriel asked if he could shoot some video of what was going on. During the scholarship event, I saw the faces of my students and the faces of many other students in our school community reflected back to me and to a room of several hundred other adults. And I cried.

When the video ended, Gabriel, who was on stage, was given a standing ovation. It brought him to tears as well. He talked about the power of education to realize your own potential, and he spoke about how his experiences as a high school student have made him believe that he has something of value to offer the world.

I talked to Gabriel this week when he was again visiting my classroom. My partner teacher and I asked if he’d be willing to share a copy of his video with us, so that we, in turn, could pass it on to our classroom’s entire parent body. He generously agreed. His video is below.

I teach because I believe in the power of education to change lives and make them better. Education is about connection and passion and compassion. And Gabriel helped me remember that sometimes we get it right. As the end of the school year approaches, I’m sending love and peace out into the universe on his behalf and on behalf of all the others working to realize their potential in the world.


If you’d like to see a few of Gabriel’s other videos, you can find them here: “ICE,” “Homecoming,” and "Marwen Made 'Em.”  You can also visit his YouTube channel.

Video Spotlight: La Preuve Par 4

Check it.  This is the French dance crew La Preuve Par 4 at the 2010 Juste Debout, an international street dance festival in France.  It's sick!



Giving credit where credit is due: 
The men and women behind the masks are Marion Motin (Quality Street and Swagger crews), Julie Moreau (Swagger crew), Nicolas Medea (R.A.F. crew), and Marvin Gofin (R.A.F. crew).  Gofin choreographed and the music was composed and remixed by soFly.

Interested in checkin' coverage of other urban dance events worldwide?  YAKfilms has got you covered.

The Illinois Women's Health Registry -- an easy way to advocate for women's health

Women in Illinois -- wuz up?!

Go join the Illinois Women's Health Registry.

Did you know that most of the medical research that informs what we know about health, well-being, disease, and medicine has been the result of research studies conducted primarily on men?  (All those shifting girly hormones make it easier to 'control for variables' when doing research with male subjects.)  While there is much to be learned from these studies, by not including women there are large gaps in medical knowledge as it pertains directly to women and girls and our health.  (And I mean our health in general, not just our reproductive health.  Research is showing more and more that sex has an impact on all areas of health, not just reproduction.)

We know that:

"A number of important differences exist between men’s and women’s experiences of health and illness. Some diseases occur more commonly among women, while others disproportionately affect men. Further, men and women frequently experience different symptoms of the same underlying problem or illness (e.g., heart disease), and they often respond differently to the same medications or therapies."

But -- happy day! -- there are researchers across the country (and probably around the world) who are working to expand what we know about women and women's health.  And their goal is that someday all people will have access to healthcare and health-related information that recognizes that our identities, including our sex, play an important role in our overall health.

In Illinois, one organization working to support research around sex differences in health is the Institute for Women's Health Research at Northwestern University.  They've got all sorts of great things going on, but the one I want to share with you is the Illinois Women's Health Registry.

The Registry is a database that gathers longitudinal data from women in Illinois about their health and well-being.  I've taken part in the Registry for the last three or four years, and it's really simple.  Once a year, I hop online and take 30 minutes or so to complete a confidential health survey.  (They send me email reminders, so it's not like I have to mark my calendar a year out to be sure I get it done.)  The survey asks questions about my demographics info, health conditions, symptoms, diseases, family history of disease, environmental exposures, and stress.

My (de-identified) data is then pooled with that of thousands of other women to track trends in women's health in Illinois over time and to help identify health needs and priorities for our larger community.  In addition, the database serves as baseline data for health researchers.  AND, it can be used to identify women who match eligibility requirements for current research studies and clinical trials. (If you match a study, you are invited -- but in no way pressured -- to participate.)

And the Institute sends you emails and/or mailings about once a month with info and research related to health issues as they pertain to women.  (You can, of course, opt out of these mailings if you choose.)

Every year when I update my info I think, "Dang, this is such a good idea!"  So, now I'm encouraging you (women 18 or older living in Illinois) to join.  It's easy and is a simple way to contribute to the health and well-being of all women.

To participate or to get more information about the Illinois Women's Health Registry, go HERE.

Fairies have superpowers too, dammit!

During snack time a few weeks back, a table of my students and I got into a discussion about superpowers (meaning superhuman abilities, not countries with international world influence). One of my students was celebrating her fifth birthday and had kindly brought pudding cups for everyone, and each chocolaty treat was accompanied by a Tinkerbell napkin.

courtesy of Disney via Easy Art

One of the boys at my table (while devouring his way through the pudding cup) said, "I hate Tinkerbell. She’s stupid. Superman's so much cooler." There were mumbles of agreement from the other boys at the table and general silence, but wide-eyed attention, from the girls. Six pairs of eyes turned to me. Waiting. I said something along the lines of, "I bet Tinkerbell and Superman know each other. I mean, they both have superpowers, and how many people do you know who can fly? I bet they hang out." (And in case the truth is in question: yes, I’m that teacher; you know, the one that says stuff like this on purpose with the intention of making kids think. Though sometimes it just makes them think I’m crazy…)

courtesy of DC Comics via Comic Book Collectors

For a short moment everything stopped. Everyone was quiet. But, you could see the kids’ minds kick into high gear, imaginations at work, processing and weighing the possibilities. It was as if each was asking him- or herself the question, "Is that possible? Could Superman and Tinkerbell actually know one another?! How would that work?!"

Then one boy (the one who had already declared his fairy-hate) said rather defiantly, "No way! They aren't even in the same show!" (Ah, media culture...)

I pushed my real point – "But they have the same superpower." There was a mumbling of discordant commentary. Finally I said, "Well, Tinkerbell flies, right? I mean flying is a superpower, right? So she has superpowers. The same superpower as Superman." My words were followed by a few seconds of tense, thoughtful silence. Then one of the girls responded, using the ‘sometimes we have to remind silly adults things that everybody knows’ voice. She said, "Fairies have 'special talents.'" She didn’t overtly add “And ‘special talents’ are NOT the same as superpowers” but that was the clear message. There were nods of agreement around the table. Another boy said, “And she doesn’t even have a real cape. Superman has a real cape. She doesn’t.” I replied, “She doesn’t have a cape at all. She has wings. And she flies.”

One of my students recently attached this image of herself
as a superhero to her Valentine to the class.  Yippee!

The intention of this back and forth conversation wasn’t (necessarily) about who was going to ‘win,’ but rather about trying to push the kids to think about language in a different way. I wanted them to notice the words that they take for granted, and – without overly naming it with fancy jargon – moving them to see the gendered connotations of the words they use and the consequences of those connotations. All of the children could agree that Superman and Tinkerbell can both fly. In this situation, being able to fly is gender neutral; the kids accept examples of both males and females who can absolutely, without question, fly (at least in their imaginations and in stories). But, because of the gender socialization they have received and continue to be taught, when I say that Tinkerbell has ‘superpowers’ (a word socially marked as strongly masculine), the children have a feeling of disjuncture that they seek to alleviate – which they do by pushing back – by denying Tinkerbell’s possession of ‘superpowers’ and/or renaming her abilities as ‘special talents,’ words socially marked with a feminine connotation.

On the surface, this may seem like an innocuous, passing conversation, but to dismiss its implications so casually would be a mistake. Let me offer two similarly ‘innocent’ examples from the past few weeks:

First, a student and I were reading a children’s book about visiting other countries. The characters in the story travel by plane. We had a conversation that went like this:

Me: Would you ever like to be an airplane pilot, to fly a plane?
Her: No. [A perfectly acceptable answer.]
Me: Why?
Her: Girls can’t fly airplanes.
Me: Why not?
Her: Only boys can fly planes.

Through further conversation, it became clear that there was nothing I could say to convince her that women can, and do, indeed fly planes.  She was firm in her belief that this was not an option open to her.  (In the moment, I was so frustrated that I didn’t have a photograph or illustration showing a female pilot, but you never have those things when you need them.)

And second, on one of the recent days it was too cold to go outside to play, my student were watching a video adaption of the book Antarctic Antics: A Book of Penguin Poems by Judy Sierra and illustrated by Jose Aruego and Ariane Dewey. In one of the first poems a baby emperor penguin hatches and says, "I'm really hatched./ At last I'm free./ Hey, Dad, it's me!" My students immediately said, “That’s not the baby’s dad. That’s it’s mom,” to which I explained that male emperor penguins sit on the eggs to keep them warm 'til they hatch, so the ‘Dad’ would be the first parent a baby would see, not the ‘Mom.’ The kids were confused and somewhat resistant. As the video continued the children started seeing each penguin and shouting out, “That’s a boy. That’s a girl” – trying to identify the gender of each bird, even though the illustrations depict all of the birds as nearly identical. My students would say things like, “It’s a girl. Hear the voice?” To them it was like a playful game. To me they seemed almost frenetic in their determination to assign gender to the characters on the screen before them. It seemed intolerable and unacceptable to just not know someone's gender identity.

In all three of these examples – Superman vs. Tinkerbell, the gender of airplane pilots, and penguin genders – my students, who are four and five, have very clear ideas about acceptable gender categories and strategies for categorizing people and animals into those divisions based on appearance, other physical markers (like voice), and/or behavior. But even more so, they have concrete concepts of power attached to those gender divisions. On the whole, my students believe that Tinkerbell can’t have superpowers because she’s a girl. Only men can be airplane pilots. And it is important to be able to ‘read’ what gender category any given person or character falls into (and to my students there are only two viable categories – boy or girl). The implications of this are frightening to me. In addition to telling girls that they can only look and behave certain ways and only take on certain interests or work, the boys are being given equally clear messages, which seem to have quite a lot to do with aggression, domination, superiority, and entitlement. At the end of the day, everyone is screwed. And no one is truly free.

When I ask parents what they want or hope for their child(ren), they typically say (especially if they’re white and generally middle class or above) that they want their children to be happy and that they want their children to believe that they can be anyone or anything that they want to be. There is nothing wrong with those hopes. But, when everything about our culture – from media to books and from our schools to the socialization that takes place in our own homes – teaches kids from birth (and often before) that they can be whoever or whatever they want but only as long as they abide by very specific gender-based rules and norms, how does that make the world a more equitable place for children of all genders? How does that foster an environment where girls truly can be anything or anyone and an atmosphere where boys don’t have to be super-masculine to get their gender 'right'?

This figurine is in our classroom's
collection of pirate/castle gear.  I adore
the unshaven, pink polka-dot look!

I don’t have my own children – which is probably a good thing because I think I would be the insane parent who no other parents would want to be around and no child would want to claim.  I would likely go on tirades against pretty, pink princesses, I’d tell boys its okay to cry, and I’d be totally intolerable about all the research that talks about the ways we do our kids major disservices. But even without kids of my own, I do spend a lot of time with other peoples’ children. (Often, more time than they do.)  And it’s fairly certain that I can’t singlehandedly change the course of how those kids think about (or don’t think about) gender and power issues related to gender. But I am in the position to push buttons, to instigate dialogue, and to challenge preconceived ideas. I’m able to ask my students, “Why do girls have 'talents' and boys have 'superpowers'?” And with adults I can offer a similar challenge: “Why are extraordinary abilities for female characters considered magical and used for things like making dewdrops and flowers and flitting daintily from blossom to blossom and being careful to stay out of the path of frightening humans? And why are extra-human capabilities for male characters considered outside the realm of magic (and more often contained in the realm of science) and such characters are fierce adventurers (as well as generally violent and destructive) who engage in battle, seek revenge, and expect admiration from the poor, weak populace? No, really, help a girl out. Why is it this way? I don't understand.  And is this what we want our kids to learn about gender?”

At the end of the day, I want the world to look different. I want my students to believe that they can be airplane pilots, even the girls. And I want my students to believe that fathers are fully qualified and capable of being nurturing primary caregivers. I want me students to believe that gender is complicated and putting people in boxes can be limiting to everyone. If we feel free to be merely who we are, that’s more than enough.

And I want my students to know that fairies have superpowers.