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Teaching In The Cracks: Using Familiar Pedagogy To Advance Lgbtq-Inclusive Curriculum, Michelle L. Page
Teaching In The Cracks: Using Familiar Pedagogy To Advance Lgbtq-Inclusive Curriculum, Michelle L. Page
Education Publications
English language arts teachers and other literacy educators have the opportunity to create more positive and more inclusive school experiences for gender‐ and sexual‐minority students, but many hesitate to transform their curricula and practices because of fear of community protest. To support educators who feel vulnerable or constrained, this article summarizes challenges facing gender‐ and sexual‐minority students and then describes the benefits and limitations of a variety of familiar instructional approaches that teachers can use to make curricula more inclusive, ultimately reducing isolation and invisibility of LGBTQIA students and experiences.
Lgbtq Inclusion As An Outcome Of Critical Pedagogy, Michelle L. Page
Lgbtq Inclusion As An Outcome Of Critical Pedagogy, Michelle L. Page
Education Publications
Students who identify as lesbian, gay, bisexual, transgender, or queer (LGBTQ) are at greater personal and academic risk than their heterosexual peers (Kosciw et al.., 2014). Many experience a negative school environment and few see themselves represented in the curriculum. According to the literature, few English/Language Arts teachers are utilizing LGBTQ-focused texts in their courses (Blackburn & Buckley, 2005; Page, 2014). This case study demonstrates how one English/Language Arts teacher provided challenging, safe, inclusive educational experiences for students. In so doing, the instructor also provides an example of critical pedagogy in practice. The multiple strands of the teacher’s instructional approach …