Opening Doors: Teaching LGBTQ-Themed Young Adult Literature for an Inclusive Curriculum

Autor/inn/en	Batchelor, Katherine E.; Ramos, Maria; Neiswander, Samantha
Titel	Opening Doors: Teaching LGBTQ-Themed Young Adult Literature for an Inclusive Curriculum
Quelle	In: Clearing House: A Journal of Educational Strategies, Issues and Ideas, 91 (2018) 1, S.29-36 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-8655
DOI	10.1080/00098655.2017.1366183
Schlagwörter	Inclusion; Controversial Issues (Course Content); Adolescent Literature; Teaching Methods; English Literature; Language Arts; Preservice Teacher Education; Preservice Teachers; Homosexuality; Sexual Orientation; Sexual Identity; Knowledge Base for Teaching + Suchen Sie Ihr Suchwort? Inklusion; Controversial issues; Kontroverse; Adolescent; Adolescents; Literature; Jugend; Jugendalter; Jugendlicher; literatur; Teaching method; Lehrmethode; Unterrichtsmethode; Englische literatur; Sprachkultur; Lehramtsstudiengang; Lehrerausbildung; Homosexualität; Sexuelle Orientierung; Geschlechtsidentität; Sexuelle Identität; Teaching theory; Theory of teaching; Unterrichtstheorie
Abstract	LGBTQ themes are often neglected in many schools' curriculum. Currently, an LGBTQ-inclusive curriculum framework is not required in most school districts across the county. Therefore, it is important to understand how teachers regard LGBTQ issues; how they address the needs of students in the middle school and high school English classroom who identify on this spectrum or who come from LGBTQ families; and how they incorporate literature that may be considered "controversial" in their future school districts. In this study, English/Language Arts preservice teachers (PSTs) (certification 7-12) were invited to participate in a book club and self-select young adult (YA) literature centering on characters who identify on the LGBTQ spectrum. During two book club meetings, three themes emerged that embody how literature can become a mirror as well as a window for students and assist youth in identity formation and confirmation. Moreover, literature has the potential to empower readers to take action on controversial issues, especially when readers are in positions to make change (no matter how subtle). Although the data collected were from PSTs, our aim with this article is to expand these three themes as overarching messages for practicing educators today, urging the importance of a more inclusive curricula involving LGBTQ literature. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01