Research paper for Depression
Shrijana
editLGBTReportinRelationtoThe57BusStory4.docxYourLastName2
Nepali2
Name: Shrijana Nepali
Professor: Mark Shepherd
ENGL-1301-51009
LGBT Social Acceptance and Inclusivity
The transgender issue is most common problem in our society. The number of transgenders in our society are increasing gradually but we fail to accept them for our narrow vision. It is very shameful to us that in the time of modern culture we are breaking many old concepts and accepting new concept. Let's seek to grasp the term-transgender meaning. There are individuals who differ from their birth sex by their sexual identity or gender expression. The research reviewed concentrated mainly on transgender people's key concerns and public acceptance. The M. Ed focusing on curriculum is important because this is the professional and mostly filed based work as a teacher educator. If we emphasize M. Ed's transgender term. Curriculum then teacher trainer will be easily useful for transgender empowerment. Although over the past two decades a significant body of LGBT health information has been established, much remains to be explored. What can we do to empower LGBT rights? What are the priorities for a research agenda to address these gaps?
Some say LGBT community should be treated with equal rights as everyone, while others say marriages between same-sex couples should not be recognized by the law as valid. The LGBT community is also being criminalized and sentenced.
What Richard did to Sasha as seen in the 57 Bus story is clear reflection of what is happening in our society today. There is a lot of violence against people of different sexual orientations and gender identities, some nations go as far as giving people the death penalty or incarceration. We must therefore ask ourselves whether there is a connection between the level of lesbian, gay, bisexual and transgender (LGBT) acceptance and the level of inclusiveness of the laws of a country. According to Sasha, gender is "the term for what people feel about themselves, how they feel inside," and it does not automatically correspond with the biological sex at birth (Slater).
Community values are reflected in the school’s curriculum, and teachers could bridge the divide between privileged and marginalized students by honoring their identities. Traditional curricula that rely on whole-class topics that privilege heteronormative expectations do a great disservice to diverse learners. These topics isolate students. However, topics with LGBT representation normalize LGBT students, creating a safe space for academic and emotional growth. Scholars are beginning to develop models for understanding LGBT integration in education, but the role of religion in encouraging or hindering LGBT inclusion has been theorized (Revelle, Carol and Anna Waugh).
Beyond bridging literature on the political sociology of LGBT rights and religion and the culture wars, against this backdrop of legal vulnerability, Legislators who oppose same-sex marriage and recent moves to advance transgender equality have brought an anti-LGBT charge, pushing for and often succeeding in obtaining new laws that impose religious exemptions on individuals who claim that compliance with specific laws interferes with their religious or moral convictions. Although LGBT equality is not the only area in which exemptions were debated, especially as lawmakers sought to dramatically extend exemptions for sexual and reproductive healthcare. (Flores and Barcklay, 43-56)
Dashka Slater's The 57 Bus chronicles events of terrible crime and subsequent healing, but it also serves as a guidebook for understanding key LGBT issues and concerns (lesbian, gay, bisexual, transgender, and queer). Individuals with transgender are marginalized in our society today as we tend to assume that LGBT people are gay and that was the same reason why Richard thought Sasha was homosexual in the 57 Bus story. Yet Sasha wasn't gay, and this common confusion is just one of many misunderstandings of LGBT dissipated within our culture. The close friend of Sasha, Andrew, was born to a girl biologically but now lives his life as a transgender man. He knew he wasn't a girl, and that wasn't who he was at all, according to Andrew. He had deep questions about his gender identity, however, he was sure he didn't feel feminine. Nemo, another close friend of Sasha, identifies as the fluid of gender. According to Nemo, "Gender fluid means that at any time I have the potential to be anything, any gender." Nemo, who also uses his pronoun, identifies as both male and female, and as such "can be male, female, male, female, either." Each of these gender identities highlights the differences within the LGBT community across the gender spectrum.
As the laws of each country evolve from no inclusion to fuller inclusion, the legal changes follow one of two paths. Some countries are moving from the decriminalization of same-sex behavior to the adoption of laws relating to discrimination in economic activities, such as employment and public housing, and some countries are moving from decriminalization to the adoption of family recognition and parenting laws. These approaches will contribute to more inclusive legal inclusion where policies include LGBT citizens in workplace non-discrimination laws and public housing, family recognition policies like legal recognition and adoption of same-sex couples, and military service.
On the other hand, supportive public attitudes and protective government policies can support improved development outcomes for LGBT people. Up to date, 63 countries have sex-oriented non-discrimination laws. It is the aim of many development agencies to protect LGBT people from violence and discrimination, pursue full recognition of LGBT people's human rights, and fight against social exclusion which hinders the full realization of human rights.
According to Political Research Quarterly, vol. 69, Analysis of the data reveals that the level of social acceptance correlates with level of legal inclusiveness. The more accepting countries are, the greater the probability that the country has more inclusive LGB policies. Figure 1 shows the relationship between acceptance and probability that a country has no LGB inclusion or has the fullest LGB inclusion, as described by the policy environment in Table 2. At the lowest level of acceptance (GAI=0), there is a 0.9 probability that countries have no policies inclusive of LGBT people. As acceptance increases, this probability decreases. At the highest level of acceptance (GAI=10), countries have less than a one in 100 chance of having no policy inclusion. Likewise, the probability that countries have the fullest LGBT policy inclusion is virtually non-existent at the lowest levels of acceptance but becomes extremely likely as countries are more accepting. There is a 0.8 probability that the policy environment is the most inclusive at the highest levels of acceptance.
Of course, the LGBT unique gender and sexual identity does not mean that they do not also experience meaningful relationships. However, as seen in the 57 Bus book, Sasha and Nemo “complement each other,” becoming the other’s “most important person.” Sasha describes Nemo as "a soul mate, perhaps, but not in the romantic sense." While Sasha also points out that they are not with Nemo simply because they both identify as non-binary gender (gender is simply "another thing they have in common"), Slater closely examines LGBT identities highlights the diversity that exists within the gender spectrum and implicitly advocates for more thoughtful and nuanced consideration of these differences.
Works Cited Flores, Andrew R., and Scott Barclay. “Backlash, Consensus, Legitimacy, or Polarization: The Effect of Same-Sex Marriage Policy on Mass Attitudes.” Political Research Quarterly, vol. 69, no. 1, 2016, pp. 43–56., www.jstor.org/stable/44018528. Ghosh, Priyabrata. "M. Ed. Curriculum followed in Indian Central Universities: An analytical study with reference to Transgender Empowerment." Juárez-Chávez, Elisa, et al. "Violence experiences in childhood and adolescence among gay men and transgender women living in Perú: a qualitative exploration." Journal of interpersonal violence (2018): 0886260518787811. Page, Michelle L. "Teaching in the cracks: Using familiar pedagogy to advance LGBTQ‐inclusive curriculum." Journal of Adolescent & Adult Literacy 60.6 (2017): 677-685. Revelle, Carol and Anna Waugh. "Sounds of Silence: Patterns of Censorship and Resources for Change With LGBTQ+ Texts." Incorporating LGBTQ+ Identities in K-12 Curriculum and Policy. IGI Global, 2020. 223-251. Web. 29 Nov. 2019. doi:10.4018/978-1-7998-1404-7.ch008 SLATER, DASHKA. 57 Bus: A True Story of Two Teenagers and the Crime That Changed Their Lives. Place of publication not identified: FABER AND FABER, 2019. Print
