Moving Beyond the Inclusion of LGBT‐Themed Literature in English Language Arts Classrooms: Interrogating Heteronormativity and Exploring Intersectionality

Blackburn, Mollie V.; Smith, Jill M.

doi:10.1598/jaal.53.8.1

Cited by 81 publications

(51 citation statements)

References 14 publications

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“…While this student got multiple perspectives, another student noted her experience in health class: "As part of my health class we spent some time on the LGBTQ community, although the teacher focused mainly on gay men." The focused attention on gay men speaks to the problem of stand alone lessons (Blackburn & Smith, 2010;Schmidt, 2010) and the universalizing of LGBTQ experiences (Griffin & Ouellett, 2003;Shlasko, 2005).…”

Section: Resultsmentioning

confidence: 99%

“…Additionally, when lessons were inclusive and addressed injustice, it was unclear whether these lessons attended to issues of intersectionality, which would acknowledge the often multiple, interrelated, identities that compound oppression (Syed, 2010). For example, if the civil rights movement was covered in the same unit as the LGBTQ rights movement, it did not appear that conversations about LGBTQ people of color were fostered, which may create a sense of competition between underrepresented groups (Blackburn & Smith, 2010;Grant & Zwier, 2011) instead of giving space to discuss the lives of multiply situated subjects (Licona, 2012;Sandoval, 2000).…”

Section: Discussionmentioning

confidence: 99%

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Students’ Perspectives on LGBTQ-Inclusive Curriculum

Snapp

Burdge

Licona

et al. 2015

Equity & Excellence in Education

114

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Implementing curriculum that is inclusive of lesbian, gay, bisexual, transgender, queer, and questioning (LGBTQ) people has the potential to create an equitable learning environment. In order to learn more about students' experiences of LGBTQ-inclusive curriculum, 26 high school students with diverse racial/ethnic, sexual, and gender identities were recruited from the Gay Straight Alliance (GSA) Network in California. Students participated in focus groups conducted by telephone by GSA staff, sharing their experiences of LGBTQ-inclusive curriculum in school. Qualitative coding methods, including grounded theory, were used to identify themes and interpret students' responses. Data revealed that LGBTQ-inclusive curriculum was most often taught in social sciences and humanities courses as stand-alone lessons. LGBTQ-inclusive curriculum rarely met standards of social justice education, though opportunities for critical conversations about systemic oppression regularly emerged. For instance, teachers often failed to intervene in LGBTQ bullying and missed teachable moments conducive to inclusive curriculum. Some students learned positive LGBTQ lessons and highlighted the ways such curriculum reflected their identities and created a supportive school climate. Implications for equitable education are discussed.Attention to the lives of lesbian, gay, bisexual, transgender, queer, and questioning (LGBTQ) people, including students, teachers, and families in schools has been growing in the past several

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Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Students’ Perspectives on LGBTQ-Inclusive Curriculum

Snapp

Burdge

Licona

et al. 2015

Equity & Excellence in Education

114

View full text Add to dashboard Cite

show abstract

“…In "Moving Beyond the Inclusion of LGBT Themed Literature in English Language Arts Classrooms: Interrogating Heteronormativity and Exploring Intersectionality," Blackburn and Smith (2010) explore the ever so contentious issue of combating homophobia by using lesbian, gay, bisexual, transgender and/or questioning-themed young adult novels and texts. The authors assert that schools enforce the establishment of conventional gender roles or heteronormativity and, in so doing, imply that homosexuality is abnormal.…”

Section: Reading For Social Significancementioning

confidence: 99%

Contextualizing Metaphors of Literacy in Young Adult Literature (2000–2013)

Gritter¹,

Bian²,

Kanehen³

2015

ALAN

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“…Initiatives such as school climate evaluations, anti-homophobia education, staff development through in-service workshops, gay-straight alliances/creation of safe spaces, and incorporation of LGBTQI issues in curriculum provide evidence of efforts to counter hostility and negativity in schools and improve safety for LGBTQI in schools (Blackburn & Smith, 2010;Franck, 2002;Horowitz & Hansen, 2008;Kilman, 2007;Solomon, 2004). However, LGBTQI equality in schooling has been elusive due to institutional heteronormativity, which situates "normal life" within the heterosexual-perpetuating heterosexism and homonegativity by positioning LGBTQI students as the "other" (DePalma & Jennett, 2010; Donelson & Rogers, 2004;Mcintosh, 2007).…”

Section: Steps To Safe Schoolsmentioning

confidence: 99%

Safe Schools for LGBTQI Students: How Do Teachers View Their Role in Promoting Safe Schools?

Vega

Crawford

Pelt

2012

Equity & Excellence in Education

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This literature review presents insights from existing research on how teachers view their role in creating safe schools for lesbian, gay, bisexual, transgender, queer/questioning, and intersex (LGBTQI) students. Analysis of the literature shows that there are concerns for LGBTQI students' safety in schools, that educational settings operate from a position of heteronormativity, and that heterosexual teachers are uniquely positioned as part of the dominant group in which they help to define what is normal and what is deviant in school culture. Research findings on the ways heterosexual teachers respond to institutional heteronormativity are summarized and compared. This review of research provides considerations for and recommendations to school administrators and teacher educators to address needs of teachers. Areas for future research also are identified.The purpose of this article is to synthesize findings from current scholarly literature concerning teachers' view of their role in promoting safe schools for lesbian, gay, bisexual, transgender, queer/questioning, and intersex (LGBTQI) students in K-12 settings. (See Table 1 for an expanded definition of the LGBTQI acronym and definitions for use of terminology to describe varying identifications within the LGBTQI community.) The goal is to shed light and understand how heterosexual school staff might perpetuate or counteract heteronormativity in schools. Implications for practice and future directions for research are suggested. BACKGROUND INFORMATION

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Moving Beyond the Inclusion of LGBT‐Themed Literature in English Language Arts Classrooms: Interrogating Heteronormativity and Exploring Intersectionality

Cited by 81 publications

References 14 publications

Students’ Perspectives on LGBTQ-Inclusive Curriculum

Students’ Perspectives on LGBTQ-Inclusive Curriculum

Contextualizing Metaphors of Literacy in Young Adult Literature (2000–2013)

Safe Schools for LGBTQI Students: How Do Teachers View Their Role in Promoting Safe Schools?

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