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“So, You Think You Have a History?”: Taking a Q from Lesbian and Gay Studies in Writing Education History

Published online by Cambridge University Press:  20 January 2017

Karen Graves
Karen Graves*
Affiliation:
Department of Education, Denison University, Granville
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Extract

At first I thought he was a baseball fan from Cleveland. As he came closer I saw the cross on his blue and red cap, and I realized I had seen this guy before. I was staffing a GOHI exhibit at the Columbus gay pride parade. GOHI is the Gay Ohio History Initiative, a group of volunteers who formed a partnership with the Ohio Historical Society in 2006 to “preserve, archive, and curate Ohio's LGBT history and culture.” Interestingly, the “preeminent history preservation organization” in Ohio is serving as a model of collaboration for public educational institutions concerning lesbian, gay, bisexual, transgender, queer (LGBTQ) history. This may strike one as curious given that two out of three Ohio voters supported a constitutional ban on marriage equality in 2004 even though the state legislature had already adopted a similar measure. The state also does not prohibit employment or housing discrimination on the basis of sexual orientation or gender identity. Yet Columbus maintains a national reputation as a “gay-friendly” city, suggesting that the political terrain in Ohio is as mixed as ever. The old saw—“As goes Ohio so goes the nation”—still seems pertinent.

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Articles
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History of Education Quarterly , Volume 52 , Issue 4 , November 2012 , pp. 465 - 487
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Copyright © 2012 History of Education Society 

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References

1 “About Us,” Gay Ohio History Initiative, accessed 13 August 2012, http://www.gohi.org/about/.Google Scholar

2 Ibid.; Kuceyeski, Stacia, “The Gay Ohio History Initiative as a Model for Collecting Institutions,” Museums and Social Issues 3, no. 1 (Spring 2008): 686–94. Throughout this essay I use the terms “lesbian,” “gay,” and “queer” to reflect the contexts of specific histories under examination. “Queer” can serve as an adjective, a noun, or a verb. In general I use “LGBTQ” as an adjective to describe issues, topics, and histories regarding people in the twentieth and twenty-first centuries who claim a nonheterosexual orientation. I also refer to queer theories as those that challenge and complicate notions of singular, fixed, or normal identities. See Hall, Donald E., Queer Theories (New York: Palgrave Macmillan, 2003), 12–16.Google Scholar

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5 Quoted in Kavanaugh, John, letter to the editor, Gay & Lesbian Review Worldwide 17, no. 1 (January–February 2010): 9.Google Scholar

6 I am using the term “Christian Right” as defined by Political Research Associates: theocrats who embrace a politics that tries to preserve traditional notions of gender and sexuality. See Kumashiro, Kevin K., The Seduction of Common Sense: How the Right Has Framed the Debate on America's Schools (New York: Teachers College Press, 2008), 9–10.Google Scholar

7 See “Love Makes A Family,” Family Diversity Projects, accessed 13 August 2012, http://www.familydiv.org/lovemakesafamily.php. See also, It's Elementary: Talking about Gay Issues in Schools, VHS, produced by Cohen, Helen S. and Chasnoff, Debra, directed by Debra Chasnoff (San Francisco: Women's Educational Media, 1996).Google Scholar

8 Bravmann, Scott, Queer Fictions of the Past: History, Culture, and Difference (Cambridge: Cambridge University Press, 1997), 4.Google Scholar

9 These ideas reflect my reading of the literature in LGBTQ education history and many conversations with leading scholars in the field, Jackie Blount, Roland Sintos Coloma, and Catherine Lugg.Google Scholar

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18 Lerner, Gerda, Living with History/Making Social Change (Chapel Hill: The University of North Carolina Press, 2009), 143, 146.Google Scholar

19 It may be useful to give a brief description of the portion of the bibliography I do not examine in this analysis, a collection of thirty-three books and twenty-two essays that I have labeled “Peripheral/Inclusive of LGBTQ/Sexuality in Education/History.” This body of research includes work that barely mentions LGBTQ issues but nonetheless seems important to track—peripheral. Other scholarship gives considerable attention to LGBTQ issues even though they do not command center stage in the analysis—inclusive. In other cases the study focuses on broader themes of gender or sexuality rather than LGBTQ issues explicitly. Nonetheless, the work informs one's thinking about LGBTQ issues so I have counted it. Finally, some of these pieces address lesbian and gay education history as part of a larger study in education or history—for instance, a history of sexuality that mentions an educational issue in passing, or an educational study on LGBTQ issues that tacks on “a brief historical overview.” I also culled works on sex education; biographies, reflective essays, and surveys; and short, journalistic pieces from the primary analysis. I will provide a copy of the full bibliography upon request.Google Scholar

20 D'Emilio, John, Making Trouble: Essays on Gay History, Politics, and the University (New York: Routledge, 1992).Google Scholar

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29 Sahli, , “Smashing;” and Vicinus, “Distance and Desire.” See also, Inness, Sherrie A., “Mashes, Smashes, Crushes, and Raves: Woman-to-Woman Relationships in Popular Women's College Fiction, 1895–1915,” NWSA Journal 6, no. 1 (Spring 1994): 48–68; Martin, Robert K., “Scandal at Smith,” Radical Teacher 45 (1994): 4–8; and Schnur, James A., “Cold Warriors in the Hot Sunshine: USF and the Johns Committee,” Sunland Tribune 18 (November 1992): 9–15.Google Scholar

30 The Johns Committee was the popular name for the Florida Legislative Investigation Committee. Stacy Braukman, “‘Nothing Else Matters But Sex': Cold War Narratives of Deviance and the Search for Lesbian Teachers in Florida, 1959–1963,” Feminist Studies 27, no. 3 (Fall 2001): 686–94; Rifkin, Mark, “Romancing Kinship: A Queer Reading of Indian Education and Zitkala-Sa's American Indian Stories,” GLQ:A Journal of Lesbian and Gay Studies 12, no. 1 (2006): 27–59.Google Scholar

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34 The essays, in order of publication are Vern Bullough and Bonnie Bullough, “Homosexuality in Nineteenth-Century English Public Schools,” in Homosexuality in International Perspective, eds., Joseph Harry and Man Sing Das (New Delhi: Vikas Publishing House, 1980), 686–94; Oram, Alison, “‘Embittered, Sexless, or Homosexual': Attacks on Spinster Teachers, 1918–1939,” in Not a Passing Phase: Reclaiming Lesbians in History 1840–1985, ed., Lesbian History Group (London: The Women's Press, 1989), 99–118; Martin, Robert A. (“Stephen Donaldson”), “Student Homophile League: Founder's Retrospect,” in Homosexuality and Government, Politics, and Prisons (Studies in Homosexuality), eds., Dynes, Wayne R. and Donaldson, Stephen, vol. 10 (New York: Garland Publishing, 1992), 258–61; Schnur, James A., “Closet Crusaders: The Johns Committee and Homophobia, 1956–1965,” in Carryin’ On In the Lesbian and Gay South, ed., Howard, John (New York: New York University Press, 1997), 132–63; Blount, Jackie M. and Anahita, Sine, “The Historical Regulation of Sexuality and Gender of Students and Teachers: An Intertwined Legacy,” in Youth and Sexualities: Pleasure, Subversion, and Insubordination In and Out of Schools, eds., Rasmussen, Mary Louise, Rofes, Eric, and Talburt, Susan (New York: PalgraveMacmillan, 2004), 63–83; and, Graves, Karen L., “Containing the Perimeter: Dynamics of Race, Sexual Orientation, and the State in the 1950s and ‘60s,” in The History of Discrimination in U.S. Education: Marginality, Agency, and Power, ed., Tamura, Eileen (New York: PalgraveMacmillan, 2008), 41–66.Google Scholar

35 Freedman, Estelle B. and D'Emilio, John, “Problems Encountered in Writing the History of Sexuality: Sources, Theory and Interpretation,” Journal of Sex Research 27, no. 4 (November 1990): 481; Blount, Fit To Teach, 9–10.Google Scholar

36 Duggan, Lisa, “Lesbianism and American History: A Brief Source Review,” Frontiers 4, no. 3 (1979): 80. See also Dean, Carolyn, “Queer History,” review of Queer Fictions of the Past: History, Culture, and Difference, by Scott Bravmann, History and Theory 38, no. 1 (February 1999): 127.Google Scholar

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