Looking forward to this session today on "Fostering LGBTQ2S+ Inclusion in Online Learning" being moderated by Michael Woodford, Jodi Linley, & @trans_killjoy!
#LGBTQ2SOnlineLearning

First up is @michelle_skop presenting on "Relationally Present, Virtually Remote: Fostering a Critical Pedagogy of Care within Online Education" #LGBTQ2SOnlineLearning

Let's reframe a pedagogy of critical care as a :
- Relational approach to teaching & learning;
- Foundation for equity & inclusion;
- Human right;
- Trauma-informed practice
- Form of power-sharing & collective decision making
via @michelle_skop

#LGBTQ2SOnlineLearning

A critical pedagogy of care is a human right, as is trauma-informed practice as well power-sharing & collective decision-making // @michelle_skop #LGBTQ2SOnlineLearning

Thinking about using critical care in course planning? @michelle_skop offers 7 suggestions!

1. Empathize and put yourself in your students' shoes
2. Interrogate your social location, biases, values, & motives
3. Identify what type of care you need to perform this labor

4. Include your gender pronouns and pedagogical values in your syllabus
5. Consider fostering joy, relationships, mental health, and wellness as course learning outcomes
6. Be "care-full" in your course design
7. Share power by involving students in course decision-making

How might you use critical care in classroom processes? @michelle_skop also offers some ideas!

1. Assume everyone is doing their best
2. Foster a relational approach
3. Prioritize group process
4. Co-construct brave space classroom guidelines but restrict dominant narratives

5. Include students in developing course policies
6. Inform students of weekly topics in advance
7. Give permission to not be okay & create support spaces
8. Give permission to make mistakes!
#LGBTQ2SOnlineLearning

Next up, @JMichaelDenton presenting "Creating Learning Partnerships with LGBTQ2S+ Students Online" #LGBTQ2SOnlineLearning

Yes! Quer and trans students' capacity to know is often not validated by educators - they are often considered immoral, deviant, and non-normal // @JMichaelDenton #LGBTQ2SOnlineLearning

@JMichaelDenton discusses the importance of having texts from a variety of diverse positions and viewpoints as part of the Learning Partnerships Model. It's not new yet it's still not done enough! #LGBTQ2SOnlineLearning

Now, Katy Jaekel is up presenting "Trans*forming a pedagogy of care: Pedagogical practices to support queer and trans students in online learning environments" #LGBTQ2SOnlineLearning

"Online environments can afford educators and students possibility and pathways forward for inclusion" - Katy Jaekel #LGBTQ2SOnlineLearning

Queer and trans students often experience awful campus climates, issues accessing affirming health care and restrooms, and run into issues with names and pronouns #LGBTQ2SOnlineLearning

We have an opportunity to reimagine online learning with queer and trans students in mind! Students have more autonomy to construct their identity in online settings (name, background over Zoom), for instance. #LGBTQ2SOnlineLearning

"Providing opportunity for learners to self-identify, share pronouns, and proper names is important...but your care and pedagogy need to go further than that!" #LGBTQ2SOnlineLearning

Up next, @MelvinWhitehead discusses "Centering LGBTQ2S+ Students of Color in Community College Online Environments" #LGBTQ2SOnlineLearning

@MelvinWhitehead uses the Minoritized Identities of Sexuality and Gender Students and Contexts model from Vaccaro et al (2015) as a framing device - found in New Directions for Student Services #LGBTQ2SOnlineLearning

Queer and trans community college students are often less aware of LGBTQ2S-specific resources at their institutions; @MelvinWhitehead suggests instructors take the time to find these and other resources and place them on course websites! #LGBTQ2SOnlineLearning

Many of today's presenters keep repeating this point: Representation matters in the curriculum! #LGBTQ2SOnlineLearning

Community colleges often do a great job to cultivate relationships with local organizations; they are well-positioned to connect queer and trans students to off-campus resources // @MelvinWhitehead #LGBTQ2SOnlineLearning

When we consider sociopolitical contexts, we must recognize that students with multiple minoritized identities may be making sense of these events in a variety of ways // @MelvinWhitehead #LGBTQ2SOnlineLearning

Up next, @DianSquire presents "Ending LGBTQ2S+ Allies in Higher Education: Implications for Online Teaching" #LGBTQ2SOnlineLearning

@DianSquire calls for the end of allyship as a concept in student affairs, noting how it becomes a soundbyte solution for larger issues of injustice in higher education #LGBTQ2SOnlineLearning

@DianSquire evokes the language of the "ally industrial complex" from the Indigenous Action Network, pulling up their language of "accomplice" disengages the saviordom inherent in allyship #LGBTQ2SOnlineLearning

Settler colonial logics are "concerned with displacement, control, elimination/substitution, and reconstructing of culture rather than explicit physical violence" // @DianSquire #LGBTQ2SOnlineLearning

If y'all want more of @DianSquire's brilliance and the ally typology, check out his chapter in _Rethinking LGBTQIA Students and Collegiate Contexts: Identity, Policies, and Campus Climate_ (Routledge) #LGBTQ2SOnlineLearning

"Some of y'all/us watch Netflix specials and think we are experts on oppression"

paraphrasing @DianSquire #LGBTQ2SOnlineLearning

@DianSquire notes the student affairs field is full of navigator- and floater-type allies, folks who could know the language of oppression and themes of the literature but say nothing meaningful and don't commit to facilitating change! #LGBTQ2SOnlineLearning

Next up, Tameera Mohamed is presenting "understanding and addressing 2SLGBTQIA+ exclusion in the online classroom" #LGBTQ2SOnlineLearning

Microaggressions occur both in in-person and online environments; we must be ever-vigilant in how these can show up in our online spaces #LGBTQ2SOnlineLearning

Common microaggressions for 2SLGBTQIA+ students: misgendering and misnaming; comments that gender one's partner/assume sexuality; dividing class up based on gender; common gendered phrases #LGBTQ2SOnlineLearning

Microaggressions in online classrooms may occur in breakout rooms, others' artwork or messaging, chat rooms, navigating disclosure, and the flattening of oppressive experiences to all students #LGBTQ2SOnlineLearning

My sis and good judy @trans_killjoy now providing some robust summary comments! #LGBTQ2SOnlineLearning

How might we rethink time, especially as a way to decolonize Western notions of content mastery?

We might think about inviting students into course spaces as an ethic rooted in Black and Indigenous liberation. // @trans_killjoy #LGBTQ2SOnlineLearning

Raising Katy's point, we must stop treating online education as somehow deficit to in-person education. Online learning might actually work quite well for queer and trans students! // @trans_killjoy #LGBTQ2SOnlineLearning

How can we focus on being co-conspirators in the classroom rather than investing time in virtue signaling, often rooted in whiteness? // @trans_killjoy #LGBTQ2SOnlineLearning

There is no *back of the classroom* in online classrooms. Queer and trans students become highly visible in online classroom formats and we need to think through the effects of this visibility! // @trans_killjoy #LGBTQ2SOnlineLearning