Visions of a Re/humanized Mathematics for LGBTQ+ Students (Asynchronous)

Pay What You Can: $75-150

This 6-week asynchronous course will provide educators with an opportunity to explore ideas related to LGBTQ+ identity, heteronormativity in PK-16 schools, queer theory, queer pedagogy (mathematical inqu[ee]ry), and centering queer joy in their mathematics instruction.

transgender flag in the palm of the hand with a pink background

Course Outline

Module 1: What should I know before I get started?

What are some key elements of gender and sexuality?
What essential LGBTQ+ terminology should I know?
Since LGBTQ+ people can get married now, don’t LGBTQ+ people have equal rights now?
What should I know about LGBTQ+ students experiences in PK-12 schools?

Module 2: How do I create a classroom environment where my LGBTQ+ students thrive?

What are safe, brave, and accountable spaces and what are their pros and cons?
How do I model appropriate pronoun usage?
How do I conduct a visual audit and why should I do it?
How do I facilitate a conversation about LGBTQ+ identity?

Module 3: What does math teaching and learning have to do with lgbtq identity?

What is SEL and transformative SEL?
What does SEL have to do with LGBTQ+ students?
What does LGBTQ+ identity have to do with mathematics identity and the teaching and learning of mathematics?
How do my intersectional identitites shape my biases about LGBTQ+ identity and how does that show up in my teaching?

Module 4: What does it mean to re/humanize math or engage in queer pedagogy?

What does it mean to re/humanize mathematics?
What is the add-queers-and-stir approach to LGBTQ+ inclusive pedagogy?
What is queer theory and queer pedagogy?
How is queer pedagogy related to re/humanizing mathematics?

Module 5: What are some examples of LGBTQ+ inclusive and queer pedagogy?

What are some examples of the add-queers-and-stir-approach and how do I use it?
What is problem posing and how do I use it?
What is border consciousness and how do I develop and use it?
What are Cross Disciplinary Questions (CDQs) and how do I use them?
What would a queer inclusive Teaching Mathematics for Social Justice (TMSJ) Lesson look like and how would I implement it?

Module 6: What else should I consider as I begin implementing LGBTQ+ inclusive and/or queer pedagogy?

How do I get to know the sociopolitical landscape in my state and/or local community?
What do I do if I receive pushback?
How do I advocate for more inclusive LGBTQ+ policies in my school and local community?
What can I do to continue my learning?

Start date: June 1, 2022

Access for 16 Weeks

Earn PD Hours (PD Certificates issued upon request ; Check your DOE requirements in advance)

Self-paced program, with no set meeting time

Purchase orders accepted (contact Brandie for more information)

Pay what you can option (use coupon codes: SlidingScale75off , SlidingScale50off, or SlidingScale25off)

Closed captions on all videos and descriptive text for all images

Visions Workshop Overview document that you can refer back to after workshop access has ended.

Access to the Visions Facebook group to continue learning and supporting individuals during and after the series.

One live Q&A session (webinar format) with Brandie, which will be recorded for those who cannot attend live. July 19, 2022 5PM-6:30PM ET.

What People are Saying

This PD is a terrific opportunity to investigate and reflect on LGBTQ+ as part of your practice as a mathematics teacher or mathematics teacher educator.