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Since the refoundation law of July 8, 2013, the fight against sexist, homophobic and transphobic discrimination has been at the heart of the school’s missions which, in the name of the values \u200b\u200bof equality and respect for others in their diversity, must ensure the safety of LGBT+ students.\u00a0The latter are in fact\u00a0vulnerable populations<\/a>\u00a0, running the risk of being attacked during their schooling.\u00a0A reality darkly illustrated in January 2023 by the\u00a0suicide of young Lucas<\/a>\u00a0, 13, harassed at school because of his homosexuality.<\/p>\n Young LGBT+ people also encounter different barriers in their access to information in\u00a0public or school libraries<\/a>\u00a0.\u00a0This is due to a lack of works likely to meet their\u00a0informational needs<\/a>\u00a0(understanding who they are, accessing positive representations) or to cataloging errors which make resources present in the collections invisible.\u00a0There are also psychological barriers that these young people impose on themselves.\u00a0For fear of being stigmatized, they refrain from consulting or borrowing certain documents.<\/p>\n Meeting the information needs of all students, allowing them to develop their critical thinking and gain self-esteem is also one of the fundamental missions of the school and more particularly of the librarian teachers.<\/p>\n A study funded by\u00a0MSH Lorraine<\/a>\u00a0and carried out between 2022 and 2023 with librarian professors from the Grand Est focused on the way in which they developed and transmitted knowledge linked to \u201cgender issues\u201d.\u00a0This included themes such as equality between girls and boys,\u00a0student orientation<\/a>\u00a0, sexist, sexual and LGBTphobic violence.\u00a0The data collected made it possible to identify\u00a0results<\/a>\u00a0on the way in which these teachers work for the well-being of LGBT+ students.<\/p>\n Holders of a CAPES in Documentation, librarian professors pursue\u00a0three missions<\/a>\u00a0.\u00a0As teachers, they participate in transmitting a culture of information to all students.\u00a0They place their actions within the framework of\u00a0Media and Information Education<\/a>\u00a0which aims, among other things, to enable students to recognize and overcome the stereotypes and prejudices conveyed by the media, television, advertising or by certain\u00a0social discourses<\/a>\u00a0going against democratic and republican values.<\/p>\n As managers of the Documentation and Information Center (CDI), they organize, enrich and exploit the documentary collection to meet the needs of students and teachers.<\/p>\n They are also involved in opening their establishment to its educational, professional and cultural environment, which involves developing a policy of access to culture and creating partnerships with the associative and artistic world, etc.<\/p>\n If their dual profession is sometimes a hindrance in terms of recognition and\u00a0professional identity<\/a>\u00a0, it can also be an asset in responding to the socially lively questions that enter the school.<\/p>\n However, on the ground, they face many difficulties which sometimes give them the impression of tinkering and fighting against windmills.<\/p>\n LGBT+ students are not always identified by librarian teachers, with the exception of those who openly assert themselves, make suggestions for acquiring books or find refuge at the CDI to escape the bullying to which they may be victims.\u00a0Most of the time, it is therefore a question of meeting the information needs of a supposedly present audience.<\/p>\n The desire to acquire resources is not enough to guarantee the creation of a relevant fund.\u00a0Some librarians highlight their lack of knowledge of this public which is far from homogeneous (the needs of a cisgender gay boy are not the same as those of a transgender girl) and a lack of vocabulary which does not always allow them to conduct effective information searches or properly index documents.\u00a0Their own representations also play a role in the constitution of the collections.<\/p>\n The question then arises of promoting a fund without stigmatizing a public.\u00a0How to choose the right keywords and overcome the limitations of thesauri?\u00a0How can we offer \u201cpositive\u201d stories that do not reassure students in the idea that they will always be isolated, harassed, rejected?<\/p>\n Added to this is a reflection on the\u00a0classification of the works<\/a>\u00a0.\u00a0For example, removing from a\u00a0manga<\/em>\u00a0collection those whose plot depicts a romance between two characters of the same sex to integrate them into a special collection can be a source of stigma.\u00a0Conversely, not reporting the existence of such intrigues and leaving the works within a general collection can lead to their invisibility.<\/p>\n Whether it is the LGBT+ issue, girl-boy equality or even sexist and sexual violence, librarian professors are faced with a lot of resistance.<\/p>\n Students may be resistant to these themes because they follow group dynamics and avoid being open-minded so as not to be noticed.\u00a0Some people sometimes mention political or religious beliefs which, although they have no place in school, can hinder the smooth running of a session.<\/p>\n Parents may also have reservations about the conduct of activities, which sometimes pushes teachers to a form of self-\u00a0censorship<\/a>\u00a0or circumvention strategies.\u00a0This is all the more true in private establishments under contract with the State located in territories where traditionalist Catholic organizations\u00a0pressure so that gender issues are not addressed in schools<\/a>\u00a0.<\/p>\n Resistance can come from other members of the educational team, due to lack of time or interest, or because they are not comfortable with these questions\u00a0or are also locked into stereotypes<\/a>\u00a0.<\/p>\nThe profession of librarian professor<\/strong><\/h4>\n
Promote a documentary collection without stigmatizing an audience<\/strong><\/h4>\n
Questions that crystallize resistance<\/strong><\/h4>\n