Date: Wed, 25 Feb 1998 16:00:47 -0800 From: Jean Richter Subject: 2/25/98 P.E.R.S.O.N. Project news 1. Call for submissions: book on LGBT issues in ESL teaching 2. CA: 1998 legislative update ============================================================= Date: Wed, 25 Feb 1998 07:38:32 +0100 From: renner@cds.unina.it (Christopher E. Renner) Subject: Call for submissions --------------------------------------------- CALL for submissions --------------------------------------------- Topic: lesbigaytrans issues in the ESL/EFL classroom Objectives: - Provide US and Western European teachers of Enlgish as a Second/Foreign Language a cultural background concerning the topic of homosexuality in Non-Western cultures. - Provide ESL/EFL instructors with pedagogical examples of addressing the topic of sexual identity within the context of the classroom in a Western cultural setting and awareness of cultural limits to such discussions in Non-Western cultures. - Provide an opportunity to address the area of English for Sex Workers; including the issue of child prostitution, cultural differences in age of consent, and force labour of children in the ever expanding sex market. --------------------- Overview: --------------------- The book will be divided into three parts reflecting the above mentioned objectives. --------------------------------------- Part 1. Understanding cultural differences. --------------------------------------- Not all cultures tolerate/condemn homosexuality in the same way. The model of assimilation present within the US and some Western European countries with its emphasis on political activism based on one-issue agendas creates misunderstanding and sometimes social embarrasment in cultural settings where sexuality is not though of in "political" terms, but rather cultural. In this section contributions are sought which: - give an overview of how homosexuality is understood "officially", in the sense of laws and regulations, and "socially/culturally", what actually occurs within the society. Social/cultural norms regarding interaction with foreigners should also be covered. Native contributions from Latin America, Africa (North, Central, and South), Asia (Near East -- Islamic culture, Far East -- Oriental culture, and for the India Subcontinent) are desired. Western nationals with long term residency in the local culture and who have developed a multicultral awareness of the issues involved in sexual identity and expression are also welcomed. Comparisons of Western cultural norms to the local culture norms are not desired. Writers preparing submissions for this section need to keep in mind: - the target audience for this publication are English Language Teaching professionals and administrators who would use this book as a means to gain insight/knowledge about the local culture they might be teaching/working in and its tolerance for public discussion of sexuality, sexual orientation and sexual identity in the classroom. Submissions should be between 2,000 and 3,000 words. Written in English. ---------------------------------- Part 2. Pedagogical concerns/methods In this section contributors are sought who have addressed the issue in both US/Western and Non-Western settings. Contributions should be methological in approach and non-academic in presentation. Quantative/Qualitative research is not necessarily sought, but rather reporting of tried classroom materials and student reactions to such materials are. Presenters who have given colloquia, workshops or papers at TESOL conventions or other ELT conferences on the topic of addressing lesbigaytrans concerns in the classroom are encouraged to submit their material. Materials, pedagogical essays and reports can address both adult educational settings as well as elementary/junior high/high school ESL settings. Submission guidelines for this section: --------------------------------------- Materials submissions need to include: 1. Level and age of target learners 2. Aims of lesson (linguistic and topical) 3. Time needed 4. Aids - list any tapes, videos, pictures, cue cards, board drawings, handouts (added as appendixes), or realia needed for the lesson. Include tape/video producer's address and phone/email. 5. Anticipated Problems - The students, not yours. These should be the specific things the instructor expects the learners to have problems with, e.g., vocabulary, pronunciation, conceptual misunderstandings, and how these can be/were overcome. 6. Procedure. This should be a step by step, brief description of the stages of the lesson and the aims (both linguistic and topical) for each stage including approximate timings. Include diagrams showing how you arranged your ohp/blackboard drawings/diagrams if you included such things in your lesson. In short, an instructor should be able to replicate your lesson with ease. Pedagogical essays/short report experiences both personal (of the instructor) and of students reactions are also desired. These should be brief, 750 - 1,200 words. ------------------------------------ 3. English for Sex Workers. The development of a "sex trade" based primarily on Western tourism to underdeveloped countries has created concerns about human rights abuses, AIDS/STD education, negotiation skills, forced child prostution and labour in the sex trade. Contributions to the section are sought which address these concerns. Contributors need to be aware of the social disconfort this topic creates within Western cultural settings where sexuality is controlled by laws and regulations. On the other hand, critical pedagogists see the need to equip the women, men and youth who are earning their livelihoods from this profession which the skills need to protect themselves. Since English as an International Means of Communication is often the lingua franca used in this trade, ESOL professionals need to develop an awareness of this complex reality and be able to provide ESOL learners with the communication skills needed. ------------------------------------------------- Process: This book proposal is targeted for Teachers of English to Speakers of Other Languages (TESOL), Inc. and it's publication division. Following TESOL guidelines, a publication proposal must include a complete table of contents with authors listed, and at least one completed chapter. Time line: Deadline #1. by May 15. Hard copy and floppies, formated in Word 5.1 for Macintosh, or Word for DOS, of submission proposals -- completed, in progress, or abstracts, RECEIVED, not mailed! May - June, selection of proposals, presentation of publication proposal to TESOL. 2 months after TESOL approval, all final copies must be received with hard copy graphics. -------------------------------------- Send submissions to: Christopher E. Renner Via Kennedy, 38 I-84073 Sapri (SA) Italy Tel. +39-973-603889 Email: renner@cds.unina.it Email submissions need to integrated within the email message and not attached as files, unless formated in Word 5.1 for Macintosh or Word for DOS. Graphics should be in Word. Please note: After the end of this academic year, I will be returning to the US to complete a PhD. My US address is: 207 FitzGerald Street, Beattie, Kansas 66406. Tel 785-353-2550. Please use this address after June 1 for mail correspondence. Thank you for you time and concern. Please cross-post this to other lists of educators working on lesbigaytrans issues. Christopher E. Renner, AA, BA, RSA Dip, MEd EFL Instructor, University of Naples - Federico II, Faculty of Pharmacy --------------------------------------------------------------------- Christopher E. Renner, AA, BA, RSA Dip, MEd EFL Instructor, University of Naples, Faculty of Pharmacy E-mail: renner@cds.unina.it ________ Work Tel. +39-81-7486431 \ / Work Fax. +39-81-7486403 \ / ACTION = LIFE \ / Postal Address: c/o Cartoliberia Gulliver, \/ Via Kennedy 38, I-84073 Sapri (SA) Italia HOME: Contrada Santa Domenica, AFTER June 1, 1998 Vibonati (SA) send all correspondence c/o: Tel. +39-973-603889 207 FitzGerald Street, Beattie, Kansas USA-66406 SERVAS Host Tel. +785-353-2550 PLEASE DO NOT SEND GRAPHIC FILES. I CANNOT READ THEM! --------------------------------------------------------------------- "The only time my education was interrupted was when I was in school." --George Bernard Shaw Humanity must expand its experience of thinking of another not as object - to be used, to be manipulated, to be mastered, to be CONSUMED - But as subject - as another like him/herself, another self to be respected, to be appreciated, to be cherished. --Harry Hay ---------------------------------------------------------------------- ++++ stop the execution of Mumia Abu-Jamal ++++ ++++ if you agree copy these 3 sentences in your own sig ++++ ++++ see: http://www.xs4all.nl/~tank/spg-l/sigaction.htm ++++ 24 aprile International day of support for Mumia (giornata internazionale di sostegno a Mumia) ---------------------------------------------------------------------- A Day Without Violence April 4, 1998 http://www.la.utexas.edu/course-materials/sociology/soc352m/su97/dwv.html E-mail: lkurtz@soc.utexas.edu "Lester Kurtz" An International Day Without Violence is planned for the anniversay of the assassination of Martin Luther King. The day aims to call attention to the desire by students and teachers everywhere for peace, to promote the study of non-violence, and to link students and faculty worldwide who are working for peace. ------------------------------------------------------------------------- ============================================================================= From: LIFE Lobby / LIFE Institute Date: Tue, 24 Feb 1998 17:03:03 Subject: CA: Civil Rights Legislative Update (98-1) February 18, 1998 (98-1) LEGISLATIVE UPDATE: Civil Rights Contacts: Ellen McCormick, Legislative Advocate Eric Astacaan, Legislative Advocate Laurie McBride, Executive Director Sam Catalano, Legislative Assistant LEGISLATIVE HIGHLIGHTS - ISSUES AND ACTIONS (NEWS UPDATE) The votes are in... the primary priorities for LIFE Lobby's 1998 civil rights agenda are: (order is based on votes cast for each priority) * Transgender Hate Violence Act * LGBTQ Youth Rights and Education * Coalition Work: Employment Discrimination, Affirmative Action, Immigration Issues, Welfare Issues, and Bilingual Education * Marriage / Domestic Partners [non-education-related items deleted] Senator Pete Knight is at it again... SB 1484 will attempt to deconstruct the recent UC Regents decision to provide domestic partner health benefits for University of California Faculty and Staff. Senator Knight (R- Palmdale), the legislator who has become notorious for his unprecedented continuing attacks on same sex marriage has now widened his focus to include domestic partnership. His measure, SB 1484 would prohibit any University of California monies allocated by the Legislature to be used for domestic partner benefits. Together, we can stop SB 1484 - the UC Regents need to hear from the community and so does the State Legislature. Send letters immediately to all UC Regents, Senator Knight and to the Chair of the Senate Education Committee ("cc" LIFE Lobby, please!) and let them know that we need health benefits - just like married couples do! Want to know more? See SB 1484 in the Legislative Update below. Where can I go for LIFE's full Legislative Updates (attached below), or more information about legislation, letter writing, activist activities and other information? Contact LIFE at the address, phone, fax, web site or e-mail below; or for specific information about legislation go to http://leginfo.public.ca.gov. How do I write to a Legislator? Letters to Legislators should be addressed in the following manner: The Honorable Name Here California State Senate (or Assembly) State Capitol Sacramento, CA 95814 Who are my Legislators / How do I know who the Chair of a committee is? You can refer to the Government Pages of your phone directory to find out who your elected officials are. To find out the chair of a specific committee contact LIFE Lobby or call (916) 445-4251 (Secretary of the Senate) or (916) 445-3614 (Assembly Chief Clerk). LIFE Lobby Mission: To coordinate, develop and promote the statewide community-driven public policy agendas of the gay, lesbian, bisexual, transgender and HIV-affected Californians." LIFE: California's Lesbian, Gay, Bisexual, Transgender and HIV/AIDS Lobby 1301 H Street Sacramento, CA 95814 (916) 444-0424, fax (916) 444-3059 www.lifelobby.org life.info@lifelobby.org Table of Contents 1998 Priority Legislation 1998 Secondary Priority Legislation Possible Legislative Positions 1998 PRIORITY LEGISLATION LGBTQ Youth Rights and Education AB 424 (Baldwin) Amd: 09/02/97 OPPOSE Postsecondary education: armed forces training and recruitment. AB 424 would prohibit a California State University or Community College from removing an armed forces training unit (ROTC) or recruiter from curriculum, campus, or facility. Armed forces training units, in compliance with the U.S. Department of Defense, do not allow openly gay or lesbian students to participate in certain classes and programs. Due to this policy, some schools have attempted to remove ROTC programs from their campuses. Recently passed federal legislation has superceded the intent of AB 424 and is already forcing California's schools to reinstate ROTC. Because of this, AB 424 would have no actual impact on California's schools. AB 424 has been amended to prohibit discrimination on the basis of sexual orientation in an armed forces training unit (ROTC). However, Staff continues to recommend an oppose position to this bill as there is no enforcement mechanism for the nondiscrimination clause. ACTIONS: 02/20/97 INTRODUCED 04/22/97 PASSED ASSEMBLY HIGHER EDUCATION CMTE., 8 - 6 05/30/97 PASSED ASSEMBLY APPROPRIATIONS CMTE., 12 - 3 06/03/97 PASSED ASSEMBLY FLOOR, 48 - 25 06/25/97 PASSED SENATE EDUCATION COMMITTEE, 10 - 0 08/29/97 PASSED SENATE APPROPRIATIONS CMTE., 7 - 0 09/03/97 PASSED SENATE FLOOR, 24 - 3 STATUS: PENDING CONCURRENCE VOTE IN ASSEMBLY This bill is currently on the Inactive File and will appear on future Legislative Updates under "Inactive Bills" if it remains on the Inactive File. AB 499 (Kuehl) Amd: 01/27/98 SUPPORT Education: diversity in education: Sex Equity in Education Act The California Education Code prohibits discrimination on the basis of ethnic group identification, religion, are, sex, color, or physical or mental disability. AB 499 would revise the Education Code with regard to its discrimination statutes. Specifically, AB 499 would consolidate and standardize the non-discrimination language (current codes are scattered); allow remedy though civil action following a 60 day administrative procedure; and remove statutory funding restrictions on the Hate Violence Prevention Act (hate violence prevention). AB 499 is the "clean up" bill for the Education Code's nondiscrimination language, it does not add sexual orientation into the Education Code. ACTIONS: 02/24/97 INTRODUCED 04/16/97 PASSED ASSEMBLY JUDICIARY COMMITTEE, 10 - 5 05/30/97 PASSED ASSEMBLY APPROPRIATIONS CMTE., 11 - 8 06/04/97 FAILED ASSEMBLY FLOOR, 37 - 36 01/29/98 PASSED ASSEMBLY FLOOR, 41 - 37 STATUS: PENDING SENATE EDUCATION COMMITTEE SB 1484 (Knight) Intro: 02/04/98 OPPOSE Postsecondary education: employer-funded benefits for university employees. In 1997 the University of California Regents voted to extend employee health benefits to the domestic partners of University Faculty and Staff. SB 1484 would prohibit the use of any state funds appropriated by the Legislature for the purpose of providing medical coverage and other employer-funded benefits to persons other than the employees, and the spouses, children, or other legal dependents of those employees, of the University of California and the California State University. This measure is a fairly straight forward attempt to rescind the recent action of the UC Regents and prohibit any action on behalf of the CSU campuses. It is unclear at present if the Legislature in fact has the authority to do so. ACTIONS: 02/04/98 INTRODUCED STATUS: PENDING SENATE EDUCAITON COMMITTEE * POSSIBLE LEGISLATIVE POSITIONS Sponsor: LIFE to participate in drafting, strategy, lobbying, and amendments to bill, in conjunction with the author's office and other sponsors. Support: Lobbying in support of bill. Support Seeking Amendment: Support stands regardless of fate of amendments. Support If Amended: Possible support if amendments accepted. Neutral Watch: Bill language is watched; staff will research bill as appropriate. Oppose Unless Amended: Author and sponsors of bill are notified of LIFE's intent to oppose unless LIFE amendments are accepted. Oppose No Position ================================================================================== Jean Richter -- richter@eecs.berkeley.edu The P.E.R.S.O.N. Project (Public Education Regarding Sexual Orientation Nationally) CHECK OUT OUR INFO-LOADED WEB PAGE AT: http://www.youth.org/loco/PERSONProject/