Chapter 6: Supporting LGBTQIA+ Students in the Classroom by Yoshi Grote
Abstract
Yoshi Grote engages us in her experiences of bringing LGBTQ+ and gender-relevant content into the classroom through direct and indirect methods as well as infusing her personal background as a self-identifying LGBTQ+ individual.
About the Contributor
Yoshi Grote (MA Intercultural Communication) is a Lecturer in intercultural skills and gender at Kyoto Sangyo University. Her research interests include the visibility and belonging of liminal identities with a special focus on third culture and LGBTQIA+ issues. She has lived in 12 different countries, claims ownership of none, and is shamefully linguistically challenged. She enjoys snowboarding, delicious food, long discussions, and other such things that she no longer has time for now that she has a four-year-old.
1 The “+” sign is added to include those who feel they belong to the community but are not sure which label, if any, to use.
2 A Japanese colleague of mine had a look through the MEXT curriculum to see if she could find out how much gender topics were covered in high school. Although her search was not exhaustive, she couldn’t find any mention of gender in the PE curriculum, which is where she assumed it would fall. When I ask my students about any explicit study of gender in high school, they usually say they had none.
Citation
Grote, Y.(2020). Supporting LGBTQIA+ students in the classroom. In D. H. Nagatomo, K. A. Brown, & M. L. Cook (Eds.), Foreign female English teachers in Japanese higher education: Narratives from our quarter (pp. 81-94). Candlin & Mynard.
Yoshi Grote engages us in her experiences of bringing LGBTQ+ and gender-relevant content into the classroom through direct and indirect methods as well as infusing her personal background as a self-identifying LGBTQ+ individual.
About the Contributor
Yoshi Grote (MA Intercultural Communication) is a Lecturer in intercultural skills and gender at Kyoto Sangyo University. Her research interests include the visibility and belonging of liminal identities with a special focus on third culture and LGBTQIA+ issues. She has lived in 12 different countries, claims ownership of none, and is shamefully linguistically challenged. She enjoys snowboarding, delicious food, long discussions, and other such things that she no longer has time for now that she has a four-year-old.
1 The “+” sign is added to include those who feel they belong to the community but are not sure which label, if any, to use.
2 A Japanese colleague of mine had a look through the MEXT curriculum to see if she could find out how much gender topics were covered in high school. Although her search was not exhaustive, she couldn’t find any mention of gender in the PE curriculum, which is where she assumed it would fall. When I ask my students about any explicit study of gender in high school, they usually say they had none.
Citation
Grote, Y.(2020). Supporting LGBTQIA+ students in the classroom. In D. H. Nagatomo, K. A. Brown, & M. L. Cook (Eds.), Foreign female English teachers in Japanese higher education: Narratives from our quarter (pp. 81-94). Candlin & Mynard.
Information About the Book
Title: Foreign Female English Teachers in Japanese Higher Education: Narratives From Our Quarter
Editors: Diane Hawley Nagatomo, Kathleen A. Brown, and Melodie Lorie Cook
Publication date: August 2020
Read more...
Title: Foreign Female English Teachers in Japanese Higher Education: Narratives From Our Quarter
Editors: Diane Hawley Nagatomo, Kathleen A. Brown, and Melodie Lorie Cook
Publication date: August 2020
Read more...