Document Type
Article
Publication Date
11-26-2016
Embargo Period
11-26-2018
Publication Title
Journal of Adolescent & Adult Literacy
Volume
60
Abstract
English language arts teachers and other literacy educators have the opportunity to create more positive and more inclusive school experiences for gender‐ and sexual‐minority students, but many hesitate to transform their curricula and practices because of fear of community protest. To support educators who feel vulnerable or constrained, this article summarizes challenges facing gender‐ and sexual‐minority students and then describes the benefits and limitations of a variety of familiar instructional approaches that teachers can use to make curricula more inclusive, ultimately reducing isolation and invisibility of LGBTQIA students and experiences.
Issue
6
First Page
677
Last Page
685
DOI
10.1002/jaal.616
ISSN
1936-2706
Rights
© 2016 International Literacy Association
Recommended Citation
Page, Michelle L., "Teaching in the Cracks: Using Familiar Pedagogy to Advance LGBTQ-Inclusive Curriculum" (2016). Education Publications. 2.
https://digitalcommons.morris.umn.edu/education/2
Primo Type
Article
Comments
This is the peer reviewed version of the following article:
Page, M. L. (2017). Teaching in the Cracks: Using Familiar Pedagogy to Advance LGBTQ-Inclusive Curriculum. Journal of Adolescent and Adult Literacy, 60(6), 677-685.
which has been published in final form at https://doi.org/10.1002/jaal.616 . This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions.