Stories of Queer Educators in Religious Schools: Common Themes From Personal Narratives

• In Event: 61.038 - Queerness and the Catholic Educational Mission: Untold Stories

Abstract

On December 9th, 2017, in response to the National Study of LGBTQ Educators in Catholic Schools Queer Educators in Religious Schools (QEIRS) came together to share in discussion, creation of safe space, sharing of personal stories, food, research, etc. For some, this was the first time that they had the opportunity to share their personal journeys, struggles, and triumphs with other Queer Educators. The entire retreat began with each and every member sharing their story(ies) and, afterward, there was an incredible amount of interest in documenting these stories. Documenting and creating an anthology stories capturing this time, and the people in it, is of the utmost importance as we move forward in history.

The goal of this project is to complete qualitative research with the members of the QEIRS group, and any others who are willing to participate to publish an anthology to share with other educators in religious schools; a reminder and validation that there are Queer Educators all over, and that even if one is in the closet they are not alone on this journey, especially within the context of religious schools. ‘Coming out’ may not be an option for all; it could make or break the individual’s career in education. This was represented in the QEIRS’ stories: being assumed to be straight was a safe route, and venturing outside of that norm was not an option for all.

As the anthology process continues (interviews are still taking place), common themes have presented themselves: emerging from the interviews conducted already is the imminent desire and search for safety needed in the individual’s life: personally, professionally, socially, and individually. Depending on their geographic location, one Queer Educator in a Religious School may have had a completely different experience than another Queer Educator in a Religious School. Personal safety is a top priority, and that means that the question coming up in the interviews has been, “What am I willing to risk in order to stay true to my authentic self?” Because queerness is considered abnormal in heteronormative society, the individual grapples with being true to themselves versus making a living, having food on the table, clothes on their back, and living a life without bullying, harassment, prejudice, etc.: basic needs.

Each interview concludes with the respondent to sharing a message to share with other Queer Educators in Religious Schools. So far, the main message from Queer Educators in Religious Schools to other Queer Educators in Religious Schools has been: do your best, and do what is right for you, right now. It isn’t about another person’s experience, it is about yours. In terms of supporting students and being a Queer Educator in a Religious School, there is a question of self-disclosure in order to make students feel less ‘other.’ This must be done cautiously, but also, pragmatically. Within the interviews, there has been movement toward ‘coming out’ in order to harbor feelings of belonging, and also compassion and understanding for all who fall outside of heteronormativity.

Author

• Hannah Yanow, University of San Francisco