Safe Spaces - Making Schools and Communities Welcoming to LGBT Youth by:  Annemarie Vaccaro, Gerri August, and Megan S. Kennedy

Talking Point #1                                                                           Classrooms are not neutral places.  They must create an atmosphere of inclusion or the prejudices and attitudes outside the classroom walls will filter in and impact the development of our young people both socially and psychologically.  Not only do students bring their personal experiences into the classroom, but they bring their classroom experiences back to the community when they leave.  This fluid exchange of experiences happens as if there are no walls.  Therefore, a foundation of inclusion and safety where common interests and individual differences coexist must be built in the schools/classrooms.  

Talking Point #2

     The authors write about curriculum and communication as distinct, but inter-related concepts of classroom life where if one suffers so does the other and visa verse, if one prospers the other will too.  Most teachers teach and reinforce the "status quo" to their students.  Even teachers who claim to be social justice advocates still have an "allegiance to traditional perspectives" and never use the terms gay or lesbian in the classroom.  The authors stated that educators discussing topics such as Whitman's Leaves of Grass intentionally avoid teaching the subject of same sex orientation in the classroom even though it is a theme in this collection of poetry.  By eliminating the discussion of same sex relationships in the classroom this also eliminates and keeps LGBT people out of the classroom which is harmful to LGBT youth.  Communication uses words that can be inclusive or exclusionary.  The author states that words are sticks and stones that can either build bridges or break bones.  Meaningful discussions are needed to raise awareness of privilege and combat discrimination based on sexual orientation and gender identity. 

Talking Point #3

     Educators must create classrooms that are inclusive and safe.  Educators need to be comfortable saying the words (Johnson) that refer to sexual orientation and gender identity.  When the words are used positively in the classroom; the negative connotations are decreased.  The constructive use of the words: gay, lesbian, bisexual, transgender and queer as used by educators will not only give students better ways of thinking and behaving with regards to these terms and the LGBT youth, but will also create a classroom of respect, inclusion and safety.  It will also foster a climate of alliance and approachability between LGBT students and their teachers. 

The authors argue that educators must publicly commit to creating inclusive and respectful classrooms with the cooperation of all students in order to create classrooms that are safe for LGBT students.