International Journal of Critical Pedagogy
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.
Page, M. L. (2016). LGBTQ Inclusion as an Outcome of Critical Pedagogy. International Journal of Critical Pedagogy, 7(1), 115-142.