many of us face. Gordi lives in a world that is created by people who don’t view the world and relationships in the same way he does, and who continue to guide him down a path that doesn’t fit with who he is or who he is becoming. The reality is that he is being taught that it’s unacceptable to be anything other than what is expected. This forced conformity is something that, gay or not, we need to address with students so that they have the ability to choose for themselves who they want to be in an ever- evolving world. Being able to freely explore the various facets that make any one person who they are is a fundamental right. This book helps to address that.
Voice: How do you see Defying Gay Gravity being used?
GK: Whether it’s to help teachers dialogue with students around acceptance and inclu- sivity, play host to conversations around iden- tity and self-acceptance, or merely encourage the unstoppable ally that’s needed to help some of their peers through a challenging time, this book has many uses. Outside of the classroom, it can be used for any kids trying to find a place for themselves in the world, to know that they do exist, that their struggles are real and shared, and that not having all the an- swers is part of the human condition.
T
behaviour we engage in. Adults in schools all have their own experiences and comfort levels, and we felt strongly that we needed to give people the language and tools to help discuss the book with students. The development of an online educator’s
guide was a long process. We spent more than a year rereading the book and creating questions that we hope will help teachers and students dig deeper. The conversations that we engaged in, within these sessions, un- knowingly helped us to move our own learn- ing forward as educators and facilitators. We spent hours examining how best to pose thoughtful questions without intention- ally leading students to a singular conclusion.
34 ETFO VOICE | FALL 2014
That’s not how authentic learning happens. We stayed away from “What did the charac- ter feel when?” kinds of questions, and built in ones that really allow students the space to question, stretch and challenge how they think about things. After all, the real learning and growing is in the conversations that hap- pen outside of the book, either in students’ internal reflections, or in the critical, honest conversations that happen between students and teachers inside the classroom.
Voice: Why is Gordi’s story an important one for middle school classrooms?
GK: Whether you’re gay or not, coming to terms with who you are is a reality that
he first copies of Defying Gay Gravity hit independent bookstore shelves in the fall of 2013, and the novel is quickly gaining momen-
tum with readers across the educational spectrum. The Upper Grand Teacher Lo- cal has ordered copies to send to all of their schools as part of an anti-bullying kit they created; EGALE Canada has added it to their recommended reading list; and it has been submitted for consideration to the Forest of Reading program. Feedback from students and teachers has been overwhelmingly posi- tive, and Greg and his team have created an online educator’s guide, to allow teachers to share feedback and ideas about how they are using the book in their classrooms. Greg has been partnering with Jer’s Vision (creators of the Day of Pink) to promote the novel and has been featured at a variety of speaking en- gagements over the past year.
***** *****
The gift of acceptance is the one I’d wanted for myself today – Gordi’s words, but Greg’s spirit. When he finally reads the last page, Greg closes the book and lays it in his lap. The
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