Seeking a “More Supportive Environment”: Epistemic Friction, Trust, and LGBTQ+-Inclusion in a Middle-Grades Classroom

• In Event: Fostering Supportive Discursive Environments

Abstract

This paper examines the complexities of LGBTQ+ inclusive curricula, cautioning against reductionist approaches that treat LGBTQ+ students as a monolithic group. Using activity theory, it analyzes a sixth-grade classroom discussion on the "Don't Say Gay Bill," where students and their teacher explored LGBTQ+ inclusion and censorship. Findings reveal a dynamic process of knowledge negotiation, as queer and questioning students draw on personal experiences, navigate contradictions, and contribute to broader discourses on education and identity.

Authors

• Marisa Segel, Boston College

• Kyle Patrick Smith, University of Michigan