Teaching in the Cracks: Using Familiar Pedagogy to Advance LGBTQ-Inclusive Curriculum

Michelle L. Page

    Research output: Contribution to journalArticlepeer-review

    6 Scopus citations

    Abstract

    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.

    Original languageEnglish (US)
    Pages (from-to)677-685
    Number of pages9
    JournalJournal of Adolescent and Adult Literacy
    Volume60
    Issue number6
    DOIs
    StatePublished - May 1 2017

    Keywords

    • 3-Early adolescence
    • 4-Adolescence
    • 5-College/university students
    • Adolescent/young adult literature
    • Advocacy < Policy
    • At-risk factors < Struggling learners
    • Censorship < Literature
    • Critical pedagogy < Theoretical perspectives
    • Gender issues
    • Gender/race/class/sexual orientation
    • Identity
    • In-service < Teacher education
    • Instructional strategies
    • Instructional strategies
    • Literature
    • Multicultural literature
    • Preservice < Teacher education
    • Self-perception
    • Thematic units < Literature
    • methods and materials
    • professional development
    • professional development
    • self-concept < Struggling learners
    • sexual orientation < Theoretical perspectives
    • teaching strategies < Strategies methods and materials

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