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

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17 Scopus citations


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
Issue number6
StatePublished - May 1 2017

Bibliographical note

Publisher Copyright:
© 2016 International Literacy Association


  • 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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