Expanding on a 1987 article, the authors argue that inclusion provides all students with education that is both individual and integrated. They stress that the inclusionary model should be part of the school restructuring debate and that special education should be viewed as a matter of social justice and equity. (SK)

Seven essays by youths ages 14-18 describe their experiences of pain, alienation, and secrecy as lesbian, gay, bisexual, and transgender persons. (SK)

Describes a protest by students at a liberal arts college over the president's refusal to allow a transgender author to speak at commencement. Discusses issues of gender theory, activism, bias, and equity. (SK)

Demonstrates how the writing of Audre Lorde, W. E. B. Du Bois, and Marlon Riggs contributed to the author's personal and professional development as a homosexual scholar of African descent. Describes negotiating legacies as the process of understanding the contexts and contributions of cultural ancestors. (SK)

A 10th-grade teacher used an essay by an Irish Catholic homosexual to develop students' understanding about identity and oppression. In the context of ethnic literature, they identified common ground that oppressed groups divided by difference share. (SK)

The experience of a fifth-grade teacher shows how her identity as a lesbian makes a positive difference in the classroom, making her class a safe place in which students can question culture and take a stand. (SK)

Five educators describe research that explores elementary school teachers' attitudes about sexual orientation in relation to children's sexuality and parents' sexual orientation. They compare children's and adults' conceptions of family and discuss the process of including gay and lesbian perspectives in early childhood and graduate school…

Questions whether the Toronto Board of Education's Triangle Program, intended to support lesbian and gay students at risk of dropping out, can help youth of color without addressing the interaction of racial and sexual identity. Suggests that the program further marginalizes these students, without addressing institutional racism and homophobia.…

Examines identity development from an indigenous American perspective that views sex, race, and gender identity as interconnected. Uses the indigenous concept of "two-spirit people" to demonstrate the inseparability of the experience of sexuality and the experience of culture and community. (SK)

Argues that explanations for shifts in employment patterns of women educators ignore the impact of homophobia and gender role stereotypes. Shows that, after World War II, increased gender role polarization pressured women to assume gender-specific roles, attitudes, and experiences and led to dismissal of teachers thought to be homosexual. (SK)

Suggests that research practices of a heterosexually constructed social order suppress nonheterosexual knowledge. Advocates research that is designed, constructed, and analyzed from a "queered position" that challenges the dominant view of what may be known and who may be the knower. (SK)

Cornel West presents a vision of a democratic struggle that is inclusive of lesbian, gay, bisexual, and transgender people. He places heterosexism within the context of capitalism and connects it to other forms of oppression. (SK)

School organization and incentive structures help thwart large-scale adoption of innovative educational practices. Evidence from the progressive movement and past curriculum reform efforts suggest that wide-scale reforms are ineffective under current conditions. Change requires external normative structures, organizations that focus intrinsic…

Updates an earlier study by reanalyzing interstate variations in Scholastic Aptitude Test and American College Test scores. Reaffirms the conclusion that state rankings based on such scores change dramatically when adjusted for number of test takers or class rank of test-taking population. Finds that public expenditures are positively related to…

Multiple communication channels and increasing cultural and linguistic diversity necessitate a much broader view of literacy. Multiliteracies approach emphasizes the importance of negotiating linguistic and cultural difference and fostering the critical engagement necessary for students to design their futures and achieve fulfilling employment.…