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Academic Response Rudy

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This article addresses the difficulty of responding to intolerance directed at LGBTQ youth as a teacher. Rudy identifies four different routes to respond to issues of sexual orientation and gender identity in the school; the legal, the academic, the emotive, and the sociological. The article is based on Rudy’s personal experiences as an educator and is informed by discussions with colleagues.

The legal “stream’s” purpose is to ensure a safe environment for students. Newer legal developments now protect LGBTQ students against various levels of discrimination. However, taking legal action in response to queer discrimination does not necessarily improve school life for LGBTQ students, or serve to change the minds of the bullies. Rudy claims that the legal approach tends to be reactionary and only protects the school and not the students. …show more content…

Teachers are not obligated to teach about queer individuals, or their history, and many choose not to. Allowing the topic of SOGI (sexual orientation and gender identity) to arise in the classroom creates the potential for inappropriate commentary or an air of awkwardness. It can derail the lesson entirely. Rudy discusses his own inability to be proactive about SOGI in his classroom, but how discussion is beneficial in order to normalize the LGBTQ community.

The emotive response is derived from educators attempting to meet the emotional needs of their students. Whereas the academic response invokes intellectual responses from students, emotive response is utilized when educators wish for their students to reflect on their emotions. The article discusses a lack of emotional support for LGBTQ students in schools from staff, but is more concerned with having students who are the “bully” reflect on their emotions and biases to identify the cause of the

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