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Teaching in the Cracks: Using Familiar Pedagogy to Advance LGBTQ ‐Inclusive Curriculum
Author(s) -
Page Michelle L.
Publication year - 2016
Publication title -
journal of adolescent and adult literacy
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.73
H-Index - 49
eISSN - 1936-2706
pISSN - 1081-3004
DOI - 10.1002/jaal.616
Subject(s) - curriculum , pedagogy , invisibility , variety (cybernetics) , inclusion (mineral) , isolation (microbiology) , psychology , literacy , sociology , social psychology , computer science , artificial intelligence , microbiology and biotechnology , biology
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.