Many Strands Are Not Easily Broken: A Portrait of LGBT Inclusion

• In Event: Normalizing LGBTQ Across the Curriculum

Abstract

Students who identify as lesbian, gay, bisexual, or transgendered (LGBT) are at greater personal and academic risk (Kosciw et al, 2012). Many experience a negative school environment and few see themselves represented in the curriculum. According to the literature, few English/Language Arts teachers are utilizing LGBT-focused texts in their courses. This case study demonstrates how one English/Language Arts teacher provided challenging, safe, inclusive educational experiences for students. The multiple strands of the instructional approach are discussed, with the goal of helping inservice and preservice teachers to envision ways in which they, too, might challenge inequity and support LGBT and other students.

Author

• Michelle L. Page, University of Minnesota - Morris