ERIC Number: EJ1139231
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
Reference Count: N/A
Teaching in the Cracks: Using Familiar Pedagogy to Advance LGBTQ-Inclusive Curriculum
Page, Michelle L.
Journal of Adolescent & Adult Literacy, v60 n6 p677-685 May-Jun 2017
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.
Descriptors: Inclusion, Sexual Orientation, Sexual Identity, Minority Group Students, Familiarity, Teaching Methods, English, Language Arts, Literacy Education, Curriculum, Social Isolation, Student Experience
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
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