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

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.

Rights

© 2016 International Literacy Association

Available for download on Monday, November 26, 2018

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