Inclusive Classrooms for LGBTQ Students: Using Linked Text Sets to Challenge the Hegemonic "Single Story"

Autor/inn/en	Dodge, Autumn M.; Crutcher, Paul A.
Titel	Inclusive Classrooms for LGBTQ Students: Using Linked Text Sets to Challenge the Hegemonic "Single Story"
Quelle	In: Journal of Adolescent & Adult Literacy, 59 (2015) 1, S.95-105 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1081-3004
DOI	10.1002/jaal.433
Schlagwörter	Homosexuality; High School Students; Adolescents; Social Justice; Inclusion; Equal Education; Interdisciplinary Approach; Integrated Curriculum; Adolescent Literature; Language Arts; Social Studies; Relevance (Education) + Suchen Sie Ihr Suchwort? Homosexualität; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Soziale Gerechtigkeit; Inklusion; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Adolescents; Literature; literatur; Sprachkultur; Gemeinschaftskunde; Relevance; Relevanz
Abstract	As teachers, it is important that we grapple with the reality that schools, teachers, and the larger social institutions that impact us are never neutral. Scholars explain that the starting place for teachers who want to enact practices for social justice and to disrupt harmful "single stories" is to read LGBTQ titles and consider how they might be integrated in curricula. The authors provide suggestions and examples of linked text sets to help answer calls for creating more socially just classrooms for LGBTQ students. The examples provide an approach to planning curriculum to create socially just classrooms for "all" students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01