Growing Up Trans: In Our Own Words is an anthology of short stories, essays, poetry, and visual art created by trans youth from across Canada. The anthology is divided into seven sections that cover a range of topics that include childhood, families, bodies, everyday life, schools, mental health, and acceptance. The book is intended to educate readers about the diverse experiences of trans youth while also advocating that audiences exercise empathy, understanding, and support when interacting with trans youth.
The second entry in the schools section of the book includes an anonymous letter written by a trans youth between the ages of 14 – 17. In the letter the author responds to the social backlash on a sexual orientation and gender identity curriculum (SOGI). In their response they articulate the fear they experience attending school each day, the physical and verbal assaults they receive from peers, the insights they gained from witnessing trans peers commit suicide, and how they hope others see past their trans identity to their humanity so they can exist in community with others free from fear of harm.
I shared this letter, that I observed to be more of a personal essay due to the contents and structure with the middle school students I teach for three reasons. First to provide an example of a personal essay to help students understand the structure and contents of a personal essay. Second to help them gain insight to the experience of a trans youth with the hope of promoting empathy and understanding for the author and other members of the trans community. Third to support the work of dismantling various forms of transphobia present within my school board due to prejudices and ignorance.
In 2020, an Ontario Ministry of Education Review of my school board highlighted how various forms of homophobia, biphobia, and transphobia negatively impacted the learning and working conditions of 2SLGBTQ+ students and educators. Additionally, a 2021 student voice survey administered by the Human Rights Office within my board revealed that 2SLGBTQ+ students and staff experience the most discrimination after Black students that adversely effects their well-being in schools.
To dismantle the systemic forms of homophobia, biphobia, and transphobia within the board, in 2023 the board, in collaboration with community stakeholders created a Two-Spirit and LGBTQIA+ Action Plan. Within the action plan the board explicitly encourages educators to intentionally integrate intersectional 2SLGBTQ+ identities, contributions, and issues in all K-12 English and French curricula.
This action plan, along with the Ontario curriculum (Language; Health and Physical Education) informed the creation of this lesson. Following the reading, analysis, and discussion of the writing sample, a few students questioned why I chose to use this text with them. I responded by sharing the reasons above including information regarding the Ministry Review and the board’s 2SLGBTQ+ Action Plan. I then explained that an important part of their education involves learning about human differences and understanding that we all need not be the same to enjoy and be a part of a loving community.
To further reiterate my point, I drew parallels between phobias and other forms of discrimination such as transphobia and homophobia and how they both stem from a fear of difference or a lack of knowledge and understanding of others.
Some students felt uncomfortable with the parallels I drew between social phobias and other forms of discrimination while others said I was outright wrong to draw such parallels and that I tried to push the trans and gay agenda.
What surprised me about my student comments was that I thought as youth, they would have been more open to learning about different members of our community. If I had my time back again, following my lesson and witnessing student responses, I would have spent more time incorporating lessons and activities that help students to further develop their empathy skills, so they are more open to respecting and accepting human differences.
What this experience taught me is that just because students feel uncomfortable with lessons that expose them to people who are different from them and ideas that challenge their thinking does not mean I should avoid those topics; particularly when they advocate for more inclusive and socially just communities.
In, Teaching Critical Thinking, bell hooks’ defines a good education as one that goes beyond imparting knowledge and preparing students for their vocation to an education that encourages an ongoing commitment to social justice. As an educator, over the years I’ve come to understand that for me, a real commitment to social justice work involves learning about those who are different from me, finding meaningful ways to amplify their voices such as infusing their stories, histories, and issues in lessons, and advocating for others when they are absent from spaces because I think it is through education and advocacy that changes occur.
