NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ828479
Record Type: Journal
Publication Date: 2007-Oct
Pages: 7
Abstractor: As Provided
Reference Count: 14
ISSN: ISSN-1521-0960
Practitioner Research on Critical Multicultural Pedagogy: Challenging Heterosexism in a Public School
Young, Sara L.
Multicultural Perspectives, v9 n4 p13-19 Oct 2007
How do students who do not identify as gay interrupt the institutionalized silence pervading the issue of heterosexism in public schools? Drawing on data from practitioner research conducted with high school students, I illustrate one such journey where students with situated privilege chose to challenge heterosexism. Analysis of field notes, interviews, and students' journals illuminates how using a critical multicultural pedagogy and critical literacy strategies can help to interrupt institutionalized silence, deepen students' awareness of the power of language and support their development as allies, as well some of the challenges involved in such work.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A