“That's so gay” is so yesterday

“ That’s
so gay”
Please PosT in hallways and Classrooms
is so yesterday
Be a change maker... Challenge
homophobia!
BC Teachers’ Federation • Professional and Social Issues • 604-871-1842 • See resources on reverse
Source image: Design Pics Inc.

elementary Teaching strategies:
responding to “That’s so gay!”
Acknowledge the initial discomfort that some students may have in discussing this topic. Tell them it is
natural to initially feel this way, because it is not something we normally discuss at school, but we need to
in order to keep everyone safe. Then move decisively forward with one of the following strategies.
SHORT-TERM INTERvENTIONS
1. Ask, How would you feel if part of your identity was inserted instead of gay? e.g., That’s so Punjabi,
Catholic, Korean, etc., and it was used repetitively with the same tone of voice.
2. Ask, What does that mean? or say, That’s so what? to create a conversation around the negative use
of the word gay. Typical student response, It’s stupid/weird, etc. Teacher response, That’s the same as
saying gay people are stupid/weird. Is that a helpful or hurtful comment to make?
3. Ask, How can a book/idea/song have a sexual orientation? if they are referring to an inanimate object
when using this slur. Use humour in appropriate ways to relieve tension with students, but still make
your point that the comment is unacceptable.
4. Teach students that “gay” is a good word when it is used to describe a person or family they care
about.
5. Say, You might be surprised to know that what you just said could be offensive to others. Tell students
that many people have LGBTQ family and friends. They would be offended. Also LGBTQ people
themselves may hear that comment and think less of you if you made that comment.
6. Say, This is a homophobia-free zone. That means we can’t make comments that would be hurtful to
gay or lesbian people or their families.
7. Show the NFB video, Sticks and Stones, about homophobic name calling in school. To borrow from
the BCTF Information Services Department, e-mail video@bctf.ca, or call Lesley Harrington at
604-871-2241.
8. Order classroom posters on this topic from the BCTF. Call 604-871-1801. Post them throughout your
school.
9. Debunk negative myths about LGBTQ people. Say, Gay is OK. Teachers should be explicit and
ask students what the words gay and lesbian mean (when two women or two men love each other
romantically, etc.) so that the connection is clear for students.
10. Make links between homophobic slurs and other forms of discrimination. Help your students to
understand analogies between racism, sexism, ableism, ethnocentrism, etc.
LONG-TERM INTERvENTIONS
Log onto the Pride Education Network’s website at www.pridenet.ca to find lesson plans and resources
on how to teach about the harmful effects of all forms of name calling, including anti-LGBTQ ones. Order
the Dealing with Name Calling handbook from the Pride Education Network to teach a series of lessons
on how students can respond to name calling in assertive ways to keep themselves safe.
Read picture books to students which deal with issues of homophobia, sexism, racism, etc. and have
students identify the common hurts between these forms of oppression. For older students, do a novel
study on a book where homophobia is one of the central challenges faced by the protagonist.
Have students write paragraphs about homophobia, including what it looks and sounds like, as well as
how they can protect themselves from incidences of it. Make sure to teach them about the importance of
not being a bystander within these situations.
For secondary students—
strategies to challenge “That’s so gay!”
Lesson plans are on the PEN website. See the Resources link at www.pridenet.ca.
The BCTF also has many lesson plans at www.bctf.ca/SocialJustice.aspx?id=21521&libID=21511.
SHORT-TERM ACTIONS
Interrupt the conversation and state that
this comment is homophobic. Like racist
and sexist comments, homophobic ones
will not be tolerated in your class
or school.
If the comment was witnessed by the
class, you can address the comment
publicly to the whole class, without
embarrassing or isolating the person
who said it, by explaining why this
comment is problematic.
(It’s homophobic because the comment
makes it sound like to be gay is bad or
undesirable. LGBTQ people are not less
than other people.)
Say “If I said something is so Black or so
Chinese, you would clearly see that it is a
racist comment. This is no different.”
Show a funny video clip combating “That’s
so gay” from YouTube. Search under
“That’s so Emma and Julia” and/or search
under “That’s so gay—Wanda Sykes.”
LONG-TERM ACTIONS
Do a lesson on insults that students have
been subjected to. Brainstorming will certainly
generate homophobic terms. Make connections
with students about how language that puts
down an identifiable group (LGBTQ people) is
the same as racist language towards people
of colour, or sexist language towards women.
Make connections across the “isms.”
Do projects about LGBTQ history:
Have Pridespeak or out in schools presentations in your school.
1. Get students to research the history of the
words “faggot” and “dyke.” Ask students
to compare society today with the period
where LGBTQ people in Medieval Europe
were burned at the stake.
2. Have students explore the history of the pink
and black triangles (comes from Nazi era
where gay men and lesbians were forced
to wear the symbols, like Jews were forced
to wear the Star of David). Ask students to
think and write about why the Nazis wanted
LGBTQ people exterminated. Compare to
statistics in Canada on LGBTQ people as
targets of hate crimes. Invite students to
question why some people still hate/dislike
LGBTQ people and compare this to other
groups in history that were/are oppressed.
Pridespeaks are interactive, free workshops by youth on LGBTQ issues. www.qmunity.ca
out in schools brings queer films to local secondary schools and facilitates discussion on
bullying and homophobia. www.outinschools.com
PSI11-0082
September 2011