Document Type

Article

Publication Date

2016

Publication Title

International Journal of Critical Pedagogy

Volume

7

Abstract

Students who identify as lesbian, gay, bisexual, transgender, or queer (LGBTQ) are at greater personal and academic risk than their heterosexual peers (Kosciw et al.., 2014). 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 LGBTQ-focused texts in their courses (Blackburn & Buckley, 2005; Page, 2014). This case study demonstrates how one English/Language Arts teacher provided challenging, safe, inclusive educational experiences for students. In so doing, the instructor also provides an example of critical pedagogy in practice. The multiple strands of the teacher’s instructional approach are discussed, with the goal of helping in-service and pre-service teachers to envision ways in which they, too, might engage in critical pedagogy as a means of challenging inequity and supporting sexual minority and other students.

Issue

1

First Page

115

Last Page

142

ISSN

2157-1074

Comments

Originally published in The International Journal of Critical Pedagogy vol. 7, no. 1 (2016), and available from the publisher at http://libjournal.uncg.edu/ijcp/article/view/970

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