User:Bd184503/sandbox

Ideas for articles to edit:
1. The Hidden Curriculum (adding a heteronormativity section) possible citations:
 * Martin, K. (1998). Becoming a gendered body. American Sociological Review (63)3, 494=511.
 * Preston, M. J. (2016). “They’re just not mature right now”: Teachers’ complicated perceptions of gender and anti-queer bullying. Sex Education, 16(1), 22–34. http://doi.org/10.1080/14681811.2015.1019665

2. LGBT History in Florida (expanding the sections on 1950-1970, specifically looking at the John's Committee/ Lavender scare) possible citations: Travis, P.D.. CHOICE: Current Reviews for Academic Libraries Volume: 50 Issue 2 (2012) ISSN: 0009-4978
 * Braukman, Stacy. Communists and perverts under the palms: the Johns Committee in Florida, 1956-1965
 * Howard, John (1997). Carryin' on in the Lesbian and Gay South. NYU Press. p. 132.

Plans of what to add to the Hidden curriculum article:
In this article, I plan to expand the aspects section to include a devoted sub-section on heteronormativity. The aspects section begins to talk about ways the hidden curriculum functions, so I think this would be a good location for this type of knowledge. In the heteronormativity sub-section, I plan on adding information from the bibliography (below) on how heteronormativity is shown throughout the curriculum in our schools, from the selection of texts & classroom materials, dress code, school rules, etc.

Potential Bibliography for additions:
Alsubaie, M. A. (2015). Hidden curriculum as one of current issue of curriculum. Journal of Education and Practice, 6(33), 125–128.

Chesir-Teran, D., & Hughes, D. (2009). Heterosexism in high school and victimization among lesbian, gay, bisexual, and questioning students. Journal of Youth & Adolescence, 38(7), 963–975. Retrieved from http://www.library.ohiou.edu/ezpauth/redir/athens.php?http%3A%2F%2Fsearch.ebscoho st.com%2Flogin.aspx%3Fdirect%3Dtrue%26db%3Dsih%26AN%3D41581764%26site% 3Deds-live%26scope%3Dsite

Martin, K. (1998). Becoming a gendered body. American Sociological Review (63)3, 494=511.

Preston, M. J. (2016). “They’re just not mature right now”: Teachers’ complicated perceptions of gender and anti-queer bullying. Sex Education, 16(1), 22–34. http://doi.org/10.1080/14681811.2015.1019665

Toomey, R. B., McGuire, J. K., & Russell, S. T. (2012). Heteronormativity, school climates, and perceived safety for gender nonconforming peers. Journal Of Adolescence, 35(1), 187-196. doi:10.1016/j.adolescence.2011.03.001

Yep, G. A. (2002). From homophobia and heterosexism to heteronormativity. Journal of Lesbian Studies. http://doi.org/10.1300/J155v06n03_14 copied from Hidden curriculum

Aspects
Various aspects of learning contribute to the success of the hidden curriculum, including practices, procedures, rules, relationships, and structures. Many school-specific sources, some of which may be included in these aspects of learning, give rise to important elements of the hidden curriculum. These sources may include, but are not limited to, the social structures of the classroom, the teacher's exercise of authority, rules governing the relationship between teachers and students, standard learning activities, the teacher's use of language, textbooks, audio-visual aids, furnishings, architecture, disciplinary measures, timetables, tracking systems, and curricular priorities. Variations among these sources promote the disparities found when comparing the hidden curricula corresponding to various class and social statuses. "Every school is both an expression of a political situation and a teacher of politics."

While the actual material that students absorb through the hidden curriculum is of utmost importance, the personnel who convey it elicit special investigation. This particularly applies to the social and moral lessons conveyed by the hidden curriculum, for the moral characteristics and ideologies of teachers and other authority figures are translated into their lessons, albeit not necessarily with intention. Yet these unintended learning experiences can result from interactions with not only instructors, but also with peers. Like interactions with authority figures, interactions amongst peers can promote moral and social ideals but also foster the exchange of information and are thus important sources of knowledge contributing to the success of the hidden curriculum.

Initial Draft: The Hidden Curriculum of Heteronormativity
The hidden curriculum of heteronormativity is defined as the erasure of LGBTQ identities in the curriculum through the privileging of heterosexual identities. Heteronormativity  can be described as "presumption and assumption that all human experience is unquestionably and automatically heterosexual". Laws such as "No Promo Homo," that prohibit the mention of or teaching about LGBTQ identities work to reinforce the hidden curriculum of heteronormativity. In addition to No Promo Homo laws, currently over half of the states in the U.S. are not legally mandated to have any type of sexual education, this lack of sexual education further removes LGBTQ identities from the explicit curriculum.

When students do fall outside the heterosexual norm in schools, students and teachers alike have been shown to police students back in line with heteronormative expectations. This policing often takes place through the use of bullying behaviors such as the use of words such as "fag, queer, or dyke" which are used to shame students with identities outside the norm. The use of LGBTQ slurs forms what researcher and professor CJ Pascoe calls a "Fag Discourse". This discourse in schools upholds heteronormativity as sacred, works to silence LGBTQ voices, and places LGBTQ identities to the hidden curriculum.

FOLOW UP EDITES 4/23
The hidden curriculum of heteronormativity is the erasure of LGBTQ identities in the curriculum through the privileging of heterosexual identities. Yep said, heteronormativity is the "presumption and assumption that all human experience is unquestionably and automatically heterosexual". Laws such as "No Promo Homo," that prohibit the mention of or teaching about LGBTQ identities work to reinforce the hidden curriculum of heteronormativity. In addition to No Promo Homo laws, currently over half of the states in the U.S. are not legally mandated to have any sexual education. The lack of sexual education removes LGBTQ identities from the explicit curriculum.

When students do fall outside the heterosexual norm in schools, students and teachers alike have been shown to police students back in line with heteronormative expectations. Pascoe said policing takes place through the use of bullying behaviors such as the use of words such as "fag, queer, or dyke" which are used to shame students with identities outside the norm. Pascoe said the use of LGBTQ slurs forms a "Fag Discourse." The "Fag Discourse" in schools upholds heteronormativity as sacred, works to silence LGBTQ voices and places LGBTQ identities to the hidden curriculum.

References: