When DeLandon Mason lifted a brass trumpet to his lips May 1 in a classroom of the Learning Center, the notes he blew were somewhat reminiscent of the beginning of a horse race.
His audience – a delegation of secondary school principals, owners and founders from China – smiled and clapped.
Mason, a graduate student in the NIU College of Education’s MAT program, then produced a trumpet made of garden hose, duct tape and a plastic funnel. As he began to play, eyes brightened. Grins widened.
Applause this time came not from appreciation but amazement and awe for the student of Portia Downey, the college’s professional development coordinator who invited Mason to co-teach “Framework for Inquiry-Based Instruction” with her that morning.
“The buzzing takes practice, and it seems silly,” he told the group later amid honks on plastic mouthpieces, “but the children will learn.”
So will the adults.
Moments later, the 15 visitors began to fabricate their own trumpets from the provided supplies and to attempt making music. Some fruitlessly filled their instruments with air – the proper technique is not blowing into, but vibrating lips against, the mouthpiece – while others caught on and conjured sounds of all sorts.
Downey and Mason already had taught the group how to construct cell phone speakers from cardboard tubes, plastic cups and duct tape, and later would make soundwaves visible by sprinkling salt or sugar onto plastic wrap stretched over the speakers.
“That’s how your eardrum works!” Downey told her students for the hour.
It was a fun way to start a day of presentations on the latest and best practices in teaching and learning, particularly in science methods, as well as U.S. trends in education.
Other presenters included Jodi Lampi, assistant professor in the Department of Curriculum and Instruction, who spoke on “Infusing Disciplinary Literacy into Content Area Courses.”
Jim Surber, clinical assistant professor in the Department of Leadership, Educational Psychology and Foundations, opened the afternoon with “Educational Leadership in Illinois.” Fatih Demir, assistant professor in the Department of Educational Technology, Research and Assessment, closed the day with “Emerging Technologies for UX Design and Research.”
“The Chinese people believe so much in education and in moving their children ahead,” says Terry Borg, director of the college’s Office of External and Global Programs. “They’re focused on the newest innovations in learning, and they want their children to be subject to those newest innovations. This is one way for them to get a step ahead.”
NIU’s visitors are currently the guests of St. Bede Academy, which regularly hosts delegations from China as a part of its global collaboration. The Catholic high school in Peru, Ill., enrolls about 50 boarder students from China each year; it also maintains a sister relationship with Kinglee High School in Zhengzhou, China.
Creating a pipeline of students from China into the United States, and Illinois in particular, is advantageous to both sides of the partnership. It also boosts NIU, Borg says.
“St. Bede’s wants an association with a university in the region, and we have seen definite benefits to being a part of this,” Borg says.
“The Chinese education leaders are not only checking out schools in the United States for their students but are also interested in professional development for their teachers,” he adds. “They want summer programs for their teachers to come to the U.S. They requested programs focused on science education, and we wanted to demonstrate that we have a strong faculty presence in science learning.”
Lampi opened her presentation with a picture of an apple, prompting the visitors to ask questions about the fruit.
After her discussion of the disciplinary literacy and the characteristics of text in English, history and science, she challenged them to describe how their thinking had changed about the apple through that exploration.
“It was just amazing to hear how those different perspectives provided different questions,” Borg says, “and how people in those specific disciplines think – to have that set of glasses on.”
Surber spoke of U.S. trends in school leadership, telling the group that administrators here are educational leaders in addition to managers. Demir demonstrated the latest in educational technology.
“They were excited about each of the areas,” Borg says. “Our relationship will continue, and they will be sending us proposals forthcoming. They clearly identified NIU as being a quality place for students to learn.”
After 14 hours in the air, there was obviously no need to tell Marcus Lewis that he wasn’t in DeKalb anymore.
Yet his first steps off the plane into a nearly empty airport in China, with none of the crowded hustle and bustle of O’Hare, did the job anyway.
His important realizations would come later, however, as the third-year Elementary Education major spent six weeks from early July through mid-August teaching English to teenagers at the Beijing Royal School.
Language barriers toppled – and learning took place – in Beijing and also in Taiwan at NIU’s other partner: the Miaoli County Government Education Bureau schools.
English lessons came through an exploration of fairy tales, movies, TV shows, comic books and superheroes. Through morning exercise. Through telling stories of life in America. Through touching U.S. currency. Through synonyms and antonyms. Through celebrating the Fourth of July. Through song and dance. Through imaginations sparked with “a bunch of glue and a bunch of sticks.” Through hugs and tears.
Marcus Lewis (center) and Alexis Moaton teach in China.
“Students and kids are kids wherever you go,” says Lewis, one of 37 NIU College of Education students who participated in the summer’s maiden voyage of Educate Global, which provided round-trip airfare, room and board and cultural tours at no cost to the students or the college.
“Things can be culturally different, but people – regardless of wherever you go – are people. If they want to acquire some knowledge, they’re going to do so, and they’re going to do so in a way that’s rewarding to you as their teacher.”
Part of the college’s experiential Educate and Engage Program, Educate Global was designed exactly for outcomes like that one in China and Taiwan.
Doing so, she adds, enhanced their preparation and resiliency for rapidly changing classrooms in the United States. “We are seeing an increasing diversity in the K-12 population,” Elish-Piper says.
“Our graduates are going to encounter students who speak different languages, who come from different cultures, who have different experiences,” she adds. “They are now more aware. They will approach teaching from a more global understanding. They appreciate the diversity and differences our students bring to the classroom.”
Madison Geraghty (left)
NIU’s globetrotters, who were urged to replace judgement with curiosity, also returned with greater confidence and flexibility.
“Each student who participated has been transformed in different ways. They’ve experienced the life of being a teacher in a very unfamiliar setting,” she says. “Educate Global was an eye-opening opportunity to be in a part of the world where the culture, the language and the educational setting are so different.”
David Walker, associate dean for Academic Affairs, witnessed that with his own eyes.
“I saw our students really grow. I saw them be really self-reflective about how they need to change and develop,” Walker says, adding that “the life-altering set of experiences” enabled students to learn about themselves, what they do well and where they need to improve.
“Even now, I’ve had a number of them come up to me – in Gabel Hall, in Graham Hall, on the sidewalk – and tell me how Educate Global has changed their lives. It’s changed the trajectory of what they want to do with teaching,” he adds. “These are comments initiated by the students, which reveals to me what a powerful experience this was.”
Borg knows why the Huskie travelers feel that way.
“When we place them internationally, they become the minority. They, in many cases, find out for the first time what it’s like to actually be in a situation where they’re not in control or can’t navigate,” he says.
“For somebody to survive in that situation, and to excel and to thrive in that situation, means that that teacher-candidate is adaptable, is flexible, can make something out of nothing,” he adds. “It allows our students to become better citizens of the world. It requires our students to look at the world differently. It allows them to really reflect, and also to really reach out to students that perhaps don’t come from the same place that they come from.”
Case in point: Students in China and Taiwan “do not behave like American students,” Borg says.
“These students do not ask questions. That’s not how their educational system is set up,” he says. “Our students had to begin to ask more questions. Our students had to become far more observant in terms of the interactions that the Taiwanese or the Chinese students had.”
Quickly, however, “our students began to realize that the way they would behave around American students must be different in terms of how they would behave around Chinese and Taiwanese students, in particular in terms of how to build rapport.”
“Many times, an Educate Global student would have to break down that wall in order for that student to begin to share and to become more open,” Borg says.
“The effective educator really needs to be prepared to meet students where they’re at and move them to the next level,” he adds. “This is what NIU’s College of Education is all about. We want to be sure that our students have a whole toolkit to pull out at any moment.”
Amor Taylor, a junior Middle Level Teaching and Learning major, used fun activities to flatten language barriers.
Taylor and her co-teacher played games with students at the Beijing Royal School, who ranged in age from 11 to 15, asking them to demonstrate comprehension by completing unfinished sentences or drawing pictures of words spoken in English.
Nonetheless, “some of the students got frustrated. They were really hard on themselves. They are more disciplined, and when they do things wrong, they are really angry at themselves, and some of them would cry,” Taylor says.
“We would tell them, ‘It’s OK.’ We tried to show them that we’ve been here for five weeks, and we still don’t know as much Chinese as you know English,” she adds.
“I felt like that I was actually helping them, so it was very rewarding. I felt like we were making a difference. They were happy they were learning, and we were happy we were teaching them in a way they could learn.”
Nicole Morales (right) enjoys a meal with her Chinese students.
When Taylor returns eventually to her native Chicago to teach in “a school that’s impoverished,” she will bring the experiences of China with her.
“You have to slow down and take your time, because it’s not always that the students don’t understand. It’s that sometimes you’re going a little too fast for them to be able to let you know that they understand,” Taylor says.
“Sometimes we look only at the majority, and there a few stragglers behind. They’re still not grasping the material as quickly. We have to make sure that everybody knows it before we continue on because, when we go on to another subject, then they don’t know the first one – so they’re not going to be able to grasp that one either.”
Her confidence has risen to meet such challenges.
“There are people that we feel like might not ever ‘get it,’ and we have to strive to help those students, because it’s our job to make sure they get it. We have to figure out a way to help them so they can move on, so they can continue in life and continue in their education,” she says.
“I was able to just get a glimpse of what happens when you slow down you help them,” she adds, “helping their confidence to grow so they can feel comfortable learning the material even if they make mistakes. That made me feel good as a teacher.”
Lewis realized similar progression in his abilities.
Building affinity with Chinese students, despite “my zero knowledge of Mandarin, (their) limited knowledge of English,” he says, is good preparation for working to relate to students of different backgrounds.
“Just because something makes sense to me one way doesn’t mean it’s going to make sense to that student if I try and present that information to them that way,” Lewis says.
Meanwhile, he appreciated the challenge to plan, execute, reflect on and modify lessons. He enjoyed the teamwork with his co-teacher. He remains committed to flexibility while staying focused on his goals.
“If I can get different experiences, I’m open to those experiences. I’m open to doing things different ways if that is what’s going to foster this knowledge or inspire that student,” he adds. “I may not have as much experience now as more-seasoned teachers, but I want to collaborate. I want to work with them. I want their ideas – because I want to be a better teacher.”
Jodi Lampi, David Walker and Terry Borg
NIU is assisting him in that mission, he adds.
“People want you to succeed here,” Lewis says, “and they’re trying to provide you with as many experiences as possible so that you are successful, so that you are prepared.”
Educate Global travelers can differentiate themselves in the job market as well, partially through an incredible and affordable international opportunity that many could not manage on their own.
Students also can apply for the university’s EngagePLUS Academic Transcript Notation, which documents such skills as critical thinking, organization and teamwork to employers and graduate program.
“Our students who participated in Educate Global are highly motivated,” Elish-Piper says. “They are mature and serious. They are excited about taking a chance – of going out of their comfort zone, learning about others and, more importantly, learning about themselves.”
“The experiences they explain to principals and school districts are phenomenal,” Walker adds.
“I don’t know of many schools in our area that offer this kind of program. It’s the chance of a lifetime, and will be a hallmark of their lives.”
James Cohen, an associate professor in the Department of Curriculum and Instruction, just provided a professional reference for one of those students.
James Cohen (center)
Cohen was one of four NIU faculty who traveled to China and Taiwan to supervise and mentor the students; colleagues Jodi Lampi, John Evar Strid and Samina Hadi-Tabassum did the same.
“What I saw in our students was that they stepped up to the plate,” Cohen says.
“I saw games. I heard songs. I saw projects. I saw physical activities that got the students out of their chairs. I saw one teacher taking students outside, in the heat, to run while working on their English,” he adds. “I saw very little direct instruction. Most of it was student-centered, engaging activities.”
For someone like Cohen, who’s passionate about educational equity, those weeks in Taiwan proved that his philosophy – the College of Education’s philosophy – is getting through.
“I was very impressed with how hard they worked, and how serious they took their charge to be teachers to Taiwanese children,” he says. “They really, really, really wanted to make a difference. They wanted to be the best teachers they could be. They were open to constructive criticism. They were open to learning about the culture and the differences in lifestyles. They were open to experiencing a different world, and it was beautiful. It was very heartening.”
Educate Global, for its part, “opened their minds to the idea that not everybody is the same. It built empathy for the English Language Learners in their future classrooms,” he adds. “It will shape them for the rest of their lives, without question.”
Terry Borg accepts a plaque Nov. 14 from NIU Graduate School Dean Brad Bond (back) while Office of External and Global Programs colleagues Gail Hayenga (left) and Ted Moen (right) share in the honor from International Affairs.
Each brings “the perspective of the world to Northern Illinois University and the expertise of Northern Illinois University to the world, through international mobility of faculty, students and ideas.”
“We’re extremely pleased and energized to receive this recognition,” says Terry Borg, director of the office which also includes External Programs Coordinator Ted Moen and Conference and Event Coordinator Gail Hayenga.
“The university has recognized that we were able to tie our global programming into efforts that, one, yielded greater NIU student international awareness and understanding, and, two, that we were able to do it in a revenue-positive fashion for the university.”
College of Education Dean Laurie Elish-Piper’s nomination incorporated “everything we’ve done over the last five years,” Borg says, “from housing youth on campus from Taiwan and Korea, to certainly Educate Global, to supporting multiple faculty in their global pursuits.”
“I believe that this award really recognizes the college’s efforts and our faculty who supported those efforts,” Borg adds. “We’re here to serve faculty, students and their interests.”
Other evidence of the office’s impact included:
representation and support on various trips to China, South Korea and Taiwan to identify potential demand for NIU programs;
support and technical assistance for Memorandums of Understanding, including Ethiopia’s Jigdan College, and international guest visits, including delegations from Istanbul University in Turkey and National Sun Yat-sen University in Taiwan;
hiring international graduate students as graduate assistants; and
the securing of external dollars to support international initiatives, such as the American Education Summer Camp in 2014, funded by the National University of Tainan Affiliated Primary School.
Borg is excited to see where the International Education Week acknowledgement will lead. He’s already received an invitation to explore collaboration with the Center for Southeast Asian Studies.
“It’s really raised our profile to the point where other university offices are interested in partnering with the College of Education,” he says. “Our colleagues from different colleges and departments on campus are very interested in how we were able to put together a program like Educate Global, which is basically self-sustaining with student airfare, housing, food and select cultural tours being provided by our hosts at no cost.”
Previous winners of the Award for Outstanding Department Contribution to International Education at NIU include the Department of Counseling, Adult and Higher Education (2005) and the then-named Department of Literacy Education (2012).
Advances in technology come so quickly and frequently that it’s nearly impossible to stay on top of the latest innovations and applications.
Yet for teachers, and for IT professionals who work in schools, the integration of technology to enhance learning carries a great responsibility and significance: Students deserve the best education possible, and outdated equipment and programs hinders that.
NIU’s annual LEARN-IT conference, always held on the first Saturday in May, invites educators and school-based tech specialists on a weekend day for keynote presentations, breakout sessions and research roundtables that allow them to improve their knowledge and to better accomplish their objectives.
The goal is simple: to help educators transform the teaching-and-learning environment with “low- cost, high-impact” technologies that facilitate meaningful learning.
“In many ways, our theme has been prophetic. Today we see more and more teachers using free or low-cost and highly accessible instructional technology tools,” Hung added. “And more than ever, we need to know how to use these tools effectively. I like to think of our LEARN-IT conference as a community of learners, where dedicated educators gather to share and learn from each other.”
More than 120 people attended the May 6 event, said Judy Puskar, who helped to organize the day with Gail Hayenga, conference and event coordinator in the College of Education’s Office of External and Global Programs.
Professional Development Hours or graduate credit (ETT 592: Special Topics in Instructional Technology) were available.
“LEARN-IT is a day when they’re given instruction instead of giving instruction,” said Puskar, academic program advisor in ETRA.
“With technology changing so fast, people in the classroom often don’t have the time to get exposed to new technologies. This is a chance to explore the tools, learn strategies and practice with new tools,” she added. “A lot of times, we’ll hear, ‘Oh, I haven’t heard of this before’ – and now they want to use them in their classrooms or look more into them.”
Keynote speakers included two new ETRA faculty, both of whom will join the department this fall.
Dongho Kim, who comes to NIU from the University of Georgia, Athens, presented “What Gets Measured, Gets Managed: Data Analytics and Technologies for Teachers.”
Growing use of digital devices in and out of the classroom produces large amounts of data regarding the learning processes of students, Kim said, which in turn creates great potential in K-12 classrooms from data-driven decision-making.
“Educators’ ability to utilize that kind of data enables them to assess various aspects of their students’ learning in a timely manner,” Kim said. “For example, students’ log data in the flipped classroom context reveals students’ engagement with learning content and allows teachers to provide ongoing supports.”
Fatih Demir, joining NIU from the University of Missouri, Columbia, spoke on “EnhancED Teaching and Learning: User eXperience (UX) Research and Design to Enhance Teaching and Learning.”
He challenged his audience of teachers: “Are your learning plans based on your research, insights, trends and innovative concepts or are they generic for all students? Do you fully understand the needs and expectations of each individual student?”
“Teachers as everyday designers are designing curriculum, course plans, in-class activities, presentations and many other forms of materials for a diverse population,” Demir said. “Knowing well about the target audience and understanding their needs and expectations are key in design.”
Both professors call LEARN-IT participants “engaged and interested,” a group that also includes NIU undergraduates, graduate students and members of the Technology Specialist cohorts.
“Many students found the topic very interesting,” Demir said, “and appreciated that User Experience and Human Computer Interaction courses will be offered at the ETRA Department. Some of them indicated that they would like to apply such methods to their dissertations.”
Other presenters were:
Andrew Tawfik, “Evaluating EdTech: Evaluating, Designing, and Prototyping”
Jason Underwood, “Effective Use of Video Tools and Strategies in the Classroom”
Colleen Cannon-Ruffo, “LEGO Education: WeDoSTEM 2.0” and “LEGO Education: STEM Robotics with Mindstorms EV3.”
Former ETRA Chair Lara M. Luetkehans launched LEARN-IT several years ago through the sponsorship of Bob and Mary English, friends of the College of Education. The conference always welcomes recipients of the Mary F. English Technology Award as honored guests.
The English family believes in the importance of educators having the tools they need to help all learners achieve their potential – and, Puskar said, it’s a belief that the educators who attend LEARN-IT share with the conference’s benefactors.
“Many of our districts are finding that technology is helpful in delivering content to students,” she said, “and in helping students to become self-directed learners.”
It begins when LEARN-IT participants leave the conference with “new skills, ideas and plans for enhancing learning,” Hung agreed.
“The high-impact strategies and technologies that the ETRA faculty and alums provide,” Hung said, “can enhance your work in assessing learners, engaging learners, producing media and putting the technologies in the students’ hands.”
Next year’s conference takes place Saturday, May 5.
Students who participate in the program will earn two master’s degrees in educational research assessment – one from NIU and one from NUTN – as well as an immersion in a foreign culture that improves their marketability.
“The program will take two years – 33 to 36 credit hours,” Hung says. “Students will either start at NIU one year and go the NUTN for the second year, or vice versa.”
Hung already knows many NIU College of Education students who are excited about the program.
“International experience is one reason why,” Hung says. “Second is the opportunity to get involved with different types of research projects, and also having the opportunity to understand the system in Taiwan. This broadens the scope in terms of education and in research assessment.”
The two universities became sister schools about five years ago. Discussions began then about a 1+1 program articulation at that time, Hung says, but an agreement never materialized.
After a new NUTN president took office last year, however, talks resumed.
Some of the newest faculty at NUTN hold degrees from U.S. universities, Elish-Piper says, and speak English: “They get us,” she says.
“We both agreed we want to do something like this. Tainan has a strong education department. Every course they offer, we offer too,” Hung says. “What makes this beneficial is that we can show that the students had been working with diverse classmates and faculty, and we can broaden the scope of our program.”
Doing so underlines the college’s value of inclusion; the NIU College of Education cultivates a diverse learning community of people, ideas and points of view in which all can learn and grow.
“This unique 1+1 double-degree initiative is curricular innovation that we are employing to enhance one of our college priorities of intentional growth,” Walker said.
Meanwhile, double-degrees are not uncommon at NIU.
Business students, for example, can enroll in the Fast-Trak MBA Program to earn master’s degrees in international management. Students spend two three-week sessions at either the Bordeaux University School of Management in France or the ENAE School of Business in Murcia, Spain.
Four, or maybe six, weeks teaching English to children and youth in Taiwan or China while mastering the curriculum and methodology for teaching English as a Foreign Language.
Exposure to different cultures.
Immersion in teaching to diverse populations and an NIU faculty member on site to coach that process.
A differentiating accomplishment on a resume.
Round-trip airfare, housing and meals covered.
For up to 30 students in the NIU College of Education, that opportunity is coming soon through the Educate Global program.
Thanks to agreements with the Miaoli County Government Education Department in Taiwan and the Beijing Royal School in China, an application-and-interview process will begin this month to send 20 students to Taiwan and 10 to China.
NIU’s Asian partners are willing to underwrite student-teachers from the United States because they regard English as “the world’s language,” says Terry Borg, director of the college’s Office of External & Global Programs.
“Learning English as a Foreign Language is a highly sought-after skill in Asia,” Borg says, “and close to learning English is the opportunity to interact with native speakers, preferably U.S. native speakers.”
Students selected for Taiwan will teach English for four weeks in July at a day camp. The private Beijing Royal School, meanwhile, will host students for six weeks from early July through mid-August.
Both groups will also enjoy opportunities for cultural field trips on the weekends.
Applicants who are native English speakers and have completed their third year in a teacher-preparation program with some classroom experience under their belts are eligible, Borg says. Graduate students with pre-K-12 teaching experience are also invited to apply.
College administrators and faculty will choose travelers based on their applications. The process begins in February. For more information, call Barbara Andree at (815) 753-8697 or email email@example.com.
Meanwhile, as the NIU College of Education’s relationship with Taiwan and China grows, other opportunities are blossoming.
Leaders of the Miaoli County Government Education Department hope to offer NIU students who have graduated and secured licensure the chance to teach English for a year in Miaoli elementary schools and middle schools.
Pending signatures on a Memorandum of Agreement this month, the program would launch this fall. Miaoli will pay round-trip airfare, a generous subsidy for housing and a salary for terms that begin in mid-August and end in mid-July.
For those NIU students who’ve interacted with Miaoli County high-schoolers who’ve visited DeKalb via the Open Imagination Program, and then perhaps taught English during the July day camp, the year-long opportunity brings the international experience full-circle.
“The concept is to provide global career opportunities for our students,” Borg says. “It could make them more valuable in their marketability. We’re developing a niche in preparing students for teaching jobs beyond the Chicago area, and that gives us a competitive edge in Student Career Success.”
“The dominant narrative (of LGBTQ bullying) depends on an inaccurate premise,” Nicolazzo said, reading from a 2013 study by researchers Elizabethe Payne and Melissa Smith.
“It assumes schools to be neutral sites where all students have an equal opportunity to succeed and that barriers to success appear when individuals’ injurious behavior or attitudes create a ‘negative’ school climate where student safety and belonging are threatened.”
What’s more, the presenters said, the increasing visibility of trans* people in the United States is matched by a growing vulnerability, risk of harm and threat of harassment.
LGBTQ students are experiencing educational environments that are less than ideal. They continue to face a lack of acceptance. Their lives are not reflected or affirmed through school curricula – and they are aware of that deficit.
One recent study found that 22 percent of students reported hearing negative remarks about gender expression from other students often or very often; 25.5 percent of students heard school staff make negative remarks related to gender expression.
“School officials condone this cruel dynamic through inaction,” according to the 2001 “Hatred in the Hallways” report from the Human Rights Watch, “or in some cases because they, too, judge gay, lesbian, bisexual and transgender youth to be underserving of respect.”
Despite all this, said Nicolazzo, who uses the pronouns of ze and hir, America’s “gender expansive youth are resilient. They continue to live they lives they want to.”
For example, ze said, the number of people younger than 18 who are identifying as gender-expansive is three to six times greater than the number of adults doing so. Meanwhile, gender-expansive youth are connecting online for kinship as well as exploration of gendered possibilities.
Encouragement is also available in the “trickle up” philosophy: If schools focus on their most vulnerable populations, the positive effects should “trickle up” and potentially impact all students.
Among their key messages was the necessity of “enumerated” non-discrimination policies at schools – policies that outline not only the rules of conduct and the penalties for violating them but also statements of values.
Students who attend schools with enumerated non-discrimination policies report that they hear fewer homophobic and racist remarks than those in schools with no – or generic – policies. They also are less likely to perceive bullying as a problem at their schools or to feel unsafe.
But Nicolazzo and Holmes made clear that schools that are striving to create effective places for learning must update their policies at least every two years and actively enforce them.
Otherwise, Nicolazzo said, the policies are merely “caution tape.” They tell people what not to do, ze said, but they don’t really stop people from doing what they purport to prohibit.
“Pinkwashing” creates another problem, ze added, when schools and other organizations market policies of gender-inclusiveness but fail to carry them out.
The duo provided several other critical ideas for conference participants to ponder.
Educators must be diligent in the ongoing work of unlearning gender, specifically the how gender binary discourse structures school environments.
Educators need to remember LGBTQ students have agency to name their own lives, experiences and identities.
Educators need to seek and amplify counter-stories to LGBTQ deficit-based rhetoric and illogic.
Educators should infuse notions of gender throughout their curriculum.
“If we stop at having a policy,” Nicolazzo said, “we aren’t going to change.”