Beyond single-identity spaces of Black mattering: Homeplaces for Black LGBTQ+ identities in K-12 schools

ABSTRACT

Many scholars have documented the critical importance of youth having access to spaces of joy and homeplaces in which they learn to matter. Research has shown that Black LGBTQ+ youth often struggle to locate homeplaces and spaces of joy in K-12 schooling contexts due to societal beliefs flowing from anti-blackness, (hetero)sexism, homophobia, transphobia, and classism. These discriminatory beliefs coupled with the lack of understanding many educational stakeholders have about the (dis)connections between interlocking systems of oppression complicates their capacity to construct spaces of affirmation and inclusion for Black LGBTQ+ youth in K-12 schools. In this article, I draw on previous scholarship within Black LGBTQ+ communities in which I worked within a queer of color critique framework to explore how Black LGBTQ+ youth and their communities practice love, agency, and world-making. I reflect on this previous work and offer three practical invitations for education stakeholders committed to creating spaces of joy and homeplaces for Black LGBTQ+ youth in K-12 schooling spaces.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional resources

1. Vaid-Menon, A. (2020). Beyond the gender binary. Penguin.

 Educators committed to creating homeplaces for Black LGBTQ+ youth in schools must be well versed in theories and language of gender and sexual diversity. And research has shown that while this knowledge is necessary for inclusive LGBTQ+ teaching many in-service teachers cite not knowing enough about LGBTQ+ identities. In this pocket book of only 64 pages, Alok provides a clear and accessible exploration of gender fluidity and what all of us can do to resist the rise of anti-trans discrimination. Alok’s writing is clear, powerful, and informed by their many years of being a dedicated scholar of social justice.

2. Johnson, G. M. (2020). All boys aren’t blue: A memoir-manifesto. Farrar Straus Giroux.

 In their memoir manifesto, Johnson explores the interrelationships between race, gender, sexuality, class, while covering important topics such as masculinity, family, brotherhood, consent, and Black joy. Across this work educators are encouraged to consider the role of teaching in protecting the joy in the lives of Black queer and trans youth.

3. Watson, D., Hagopian, J., & Au, W. (2018). Teaching for Black lives. Rethinking Schools.

 This book is a collection of practitioner-focused essays, lesson activities, art, and more to assist educators in making connections between young people’s lives and the curriculum. There is an explicit focus on Black history, Black joy, intersectional Black identities, and how to teach for Black lives and liberation.

Notes

1. Formerly known as the Gay, Lesbian & Straight Education Network. Now the organization, which has expanded to more inclusive of all queer/trans identities, just uses GLSEN.

2. Quare theory is theory of and by LGBTQ+ people of color that engages in analyses of how race and class intersect with sexuality to arrive at more nuanced understandings of LGBTQ+ people of color and the contexts in which they live and come to know themselves.