are into sailing because you’ve known other men who were into sailing and you saw men sailing in a movie. So, what can we do as educators? While


dismantling the gender binary is no easy task, we can make a difference. Although we live in a society that assigns gender expec- tations before birth, heavily polices gender norms and is still very sexist, we can discuss these issues in our classes, and students are remarkable at recognizing the discrepan- cies. Students easily identify when they have had incorrect assumptions made about them based on their gender and can vocalize when they feel they have been treated unfairly due to their gender. To begin to dismantle gender stereotypes


and the damage caused by our created gen- der binary, we must hold the following core understandings at the heart of our practice:


• all genders are equal and valid • gender is a social construct • there are more than two genders


• there are greater differences within gender groups than between them


• there are infinite ways to be any gender


HERE ARE SOME ACTIONS YOU CAN TAKE IN YOUR ROLE AS AN EDUCATOR:


Use gender-neutral language. Avoid terms such as “boys and girls,” “ladies and gentlemen,” and “guys” when referring to a class, replacing them with terms such as “class,” “folks” or “Grade __s.” Replace “moms and dads” with “parents” or “your adults.” Even when speaking to a group of cisgender children who all identify as the same gender, it is still best practice to use gender-neutral language, as gender is irrelevant to the situation.


Don’t make assumptions about what will interest students or who they will be friends with based on their gender.


Have equal and high expectations of behaviour, regardless of gender. Be aware of internalized messages that boys should be rambunctious and girls should be compliant: these messages are both untrue and damaging. Ensure our expectations, interactions, impressions and grades are not skewed by these biases.


Set the expectation that students cannot discriminate by gender. Educators oſten assume students will only be friends with, or work in groups with, kids of the same gen- der, missing many friendship opportunities.


“WHILE DISMANTLING THE GENDER BINARY IS NO EASY TASK, WE CAN MAKE A DIFFERENCE. ALTHOUGH WE LIVE IN A SOCIETY THAT ASSIGNS GENDER EXPECTATIONS BEFORE BIRTH, HEAVILY POLICES GENDER NORMS AND IS STILL VERY SEXIST, WE CAN DISCUSS THESE ISSUES IN OUR CLASSES, AND STUDENTS ARE REMARKABLE AT RECOGNIZING THE DISCREPANCIES.”


Ensure we do not perpetuate the objecti- fication of female bodies. You will notice that students react differently to images of males and females by the time they are only about eight or nine years of age. Children learn appropriate reactions to bodies from adults, and we can teach them not to objec- tify female bodies.


Promote women’s sports equally to men’s sports. Sports are so important and influ- ential for many children, yet the dispar- ity in the importance given to men’s and women’s sports is enormous. Tis is blatant sexism and extremely damaging to young people. Teach children to value male and female athletes and teams.


Consider ways of dividing student sports other than by gender. For example, instead of having a boys’ team and a girls’ team, why not have beginner, intermediate and experienced divisions? Or competitive and recreational leagues?


Promote efforts by school boards to build gender-neutral washrooms. Some school boards have already built new schools or retrofitted existing schools with gender-neutral washrooms, with full-sized doors and safe, open areas to wash hands. Dedicated gender-neutral washrooms don’t promote gender policing and allow for adult supervision, making schools safer not only for 2SLGBTQIA+ and otherwise gender non-conforming students, but for all students.


Tere are too many scenarios that occur


within schools to address them all in the scope of any one text, never mind the limited scope of this article. But if we hold the core understandings above as truths at the root of our pedagogy and interactions with students, we will begin to break down the gender bi- nary, benefiting students of all genders. n


Jey Plourde is a member of the Upper Grand Teacher Local.


ELEMENTARY TEACHERS’ FEDERATION OF ONTARIO 35


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