BlogPost5: Sexuality and School

In the piece A Radical Rethinking of Sexuality and Schooling: Status Quo or Status Queer?, Eric Rofes explores radical and liberal conceptualizations of homophobia and heterosexism in schools. Many of the things he speaks to resonate with me personally, and my schooling experiences, yet many things he claims do not apply as well. His also explores modern ideas of childhood, and how it coexists with current notions of homophobia and heterosexism. All of his analyses lead me to question and ponder the state of the future educational institutions in which I will teach, in regards to LGBT issues.
In much of what Rofes says, there seems to be a disconnect between his ideas meant to encourage educators to uphold the rights of LGBT students, and those geared towards empowering LGBT students to use their sexuality, and supposedly disrespected rights, as a way to rebel against institutions. He makes the distinction that it is important for educators to celebrate the diversity of their students, and to uphold their rights. He claims it is of equal importance, however, to have students, and educators, that are willing to challenge the status quo, in hopes of creating a more enjoyable learning environment for all. In my experience, both teachers and students have worked together to challenge community norms, and allow for an accepting school atmosphere. One of the Theology teachers at my high school worked with a group of students this past year to create somewhat of a Gay-Straight Alliance. This group of students was held responsible for educating other students on LGBT rights, and their significance at a Catholic institution (seeing as they all attended parochial school). I feel as though Rofes' liberal conceptualization was represented by the student's drive to make LGBT rights known to others. I think perhaps the radical aspect of it was that it was done in such an environment as a Catholic high school. Students both upheld the rights of LGBT students, and used them to challenge social/communal norms.
Speaking of the rights of others, Rofes speaks at great length to the notion that children in today's society have no rights. He characterizes children as helpless human beings, left to nothing but the whims and wills of their parents. He even stakes the claim that children are treated now how women were treated before feminism. In an ideal world, according to Rofes, children would be granted with the opportunity to choose their family, and would be able to vote/voice their opinions. In claiming this, Rofes in implying that children would be more inclined to be themselves. Instead, children are thrown in to a system of education that oppresses them even more that the wills and whims of their parents. Bullies run rampant, and sexually deviant children are almost forced to repress their true selves.
It is my hope that in future educational environments, I will promote an atmosphere that is everything but what I have described above. I hope to foster a place where students are free to be themselves. I chose that phrase carefully because I do not wish to create a place where students feel pressured to "come out," or be open about their sexuality. Rather, I hope to encourage other students to be accepting of others; not in a manner that views everyone as the same, but celebrates differences. If the schools I teach in have Gay-Straight Alliances, or an LGBT group, I will not necessarily be a faculty advisor, but would definitely advocate the use of such programs. In the event that neither of these institutions exists, I would be happy to morally back the formation of such groups. I do believe that these organizations have positive impacts on school communities everywhere.