Speech:Gay marriages (Maharaj, 2012).
Schooling is one of the most important
socialization processes for children because it shapes understanding of self in
relation to others (McGee & Fraser, 2012). It was a proud moment when my
daughter delivered a speech and not only was the content meaningful but it
outlined the responsible person that she is growing up to be. Her inspiring
speech on gay marriages encouraged me to think about such students trying to
find themselves, fitting into school and society and what my role as a teacher
would involve.
Initially I was dismissive of the topic because as a training teacher I knew that according to Piaget’s and Erikson’s stages of development it is the adolescent (12 to 18 years of age) that may face gender identity issues as they begin developing a sense of self -identity (Santrock, 2010). However, I realized that I couldn't be more wrong when I stumbled across an article about little Zach, a five year old boy who is one of the youngest to be diagnosed with Gender Identity Disorder (GID).
Here is a link to the article:
http://www.telegraph.co.uk/news/newstopics/howaboutthat/9093108/Five-year-old-boy-lives-as-girl-in-youngest-case-of-Gender-Identity-Disorder.html
Through research, I discovered that in Samoa, a Fa'afaine (the practice of males adopting female gender roles) is deeply embedded and is based on a person's role within the family (Charting the Pacific, 2005). If a family consists of many sons, parents may choose to raise one as a girl. Reality hit hard as I realized that as a teacher, among the challenges of a packed Curriculum, English-Language learners and special need students I would also have to create a safe learning environment for these students. A supportive learning environment provides fair, safe and ethical access to a suitable and varied range of instructions and resources and special provisions may be necessary so that all students are given the opportunity to achieve (Gibbs, 2006).
I realized that I need to find effective ways to address diversity so that instruction and learning takes place in a comfortable environment that encourages multiple viewpoints, allows for inclusion and celebrates differences (Marsh, 2008). Furthermore, I need to develop positive, respectful and meaningful relationships with learners, parents, the community and peers to promote a learning culture that acknowledges and includes all students (McGee & Fraser, 2012). I also need to gain a better understanding of GID and ways in which I can be better prepared for classroom practice.
Initially I was dismissive of the topic because as a training teacher I knew that according to Piaget’s and Erikson’s stages of development it is the adolescent (12 to 18 years of age) that may face gender identity issues as they begin developing a sense of self -identity (Santrock, 2010). However, I realized that I couldn't be more wrong when I stumbled across an article about little Zach, a five year old boy who is one of the youngest to be diagnosed with Gender Identity Disorder (GID).
Here is a link to the article:
http://www.telegraph.co.uk/news/newstopics/howaboutthat/9093108/Five-year-old-boy-lives-as-girl-in-youngest-case-of-Gender-Identity-Disorder.html
Through research, I discovered that in Samoa, a Fa'afaine (the practice of males adopting female gender roles) is deeply embedded and is based on a person's role within the family (Charting the Pacific, 2005). If a family consists of many sons, parents may choose to raise one as a girl. Reality hit hard as I realized that as a teacher, among the challenges of a packed Curriculum, English-Language learners and special need students I would also have to create a safe learning environment for these students. A supportive learning environment provides fair, safe and ethical access to a suitable and varied range of instructions and resources and special provisions may be necessary so that all students are given the opportunity to achieve (Gibbs, 2006).
I realized that I need to find effective ways to address diversity so that instruction and learning takes place in a comfortable environment that encourages multiple viewpoints, allows for inclusion and celebrates differences (Marsh, 2008). Furthermore, I need to develop positive, respectful and meaningful relationships with learners, parents, the community and peers to promote a learning culture that acknowledges and includes all students (McGee & Fraser, 2012). I also need to gain a better understanding of GID and ways in which I can be better prepared for classroom practice.
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