Queering beyond pronouns: The necessity of indigenizing learning communities

Author

Gillian Imazumi-Hegarty, University of San FranciscoFollow

Date of Graduation

Spring 5-2021

Document Access

Project/Capstone - Global access

Degree Name

Master of Arts in International and Multicultural Education (IME)

College/School

School of Education

Department/Program

International and Multicultural Education (IME)

First Advisor

Monisha Bajaj

Second Advisor

Rosa Jimenez

Abstract

Learners who do not see themselves reflected in schooling face mental health, social and academic hardships. While centring marginalized identities and pursuing efforts to queer learning spaces is vital, it cannot end with attention to gender and sexuality. In order to best serve learners and community members, learning environments must commit to indigenizing as well. This paper culminates in a handbook which seeks to provide best practices for engaging with learners and holding space, as well as includes a sample curriculum and resources for further development. This handbook is focused for educators on unceded ancestral Ohlone Lands, and centres the importance of language, and Land and water as ways to queer and indigenize learning spaces. This handbook is not comprehensive and will need to continue to be developed to give further insight for administrators as well as centring other marginalized identities more explicitly.

Recommended Citation

Imazumi-Hegarty, Gillian, "Queering beyond pronouns: The necessity of indigenizing learning communities" (2021). Master's Projects and Capstones. 1142.
https://repository.usfca.edu/capstone/1142