An Application of Iris Marion Young's Concepts of Inclusion Toward Increased LGBTQ Inclusion in Curriculum

• In Event: 14.044 - Roundtable Session 1
  In Roundtable Session: 14.044-21 - Enacting Social Activism, Challenging Zero Tolerance Policies, and Fostering LGBTQ Inclusion in Curriculum

Abstract

This paper offers a theoretical framework for better understanding how schools can increase LGBTQ inclusion and critical democratic education. The theoretical framework was developed as an interpretation and extension of my previous empirical research in this area. It involves a synthesis of critical democratic education and queer theory. Young’s (2000) concepts of greeting, rhetoric, and narrative were used in order to understand the development and implementation of LGBTQ inclusive and critical democratic curriculum. Data including interviews with educators, media accounts, and curriculum standards serve as illustrations for the theoretical framework. Positionality, intersectionality, power/knowledge, and autoethnography serve as themes in such a curriculum.

Author

• Steven Paul Camicia, Utah State University