{"title":"Youth's Experiences of LGBTQ+-Inclusive Curriculum in a Secondary U.S. Classroom at the Intersections of Sexuality, Gender, Race, and Class","authors":"Ryan Schey","doi":"10.1080/10665684.2022.2160848","DOIUrl":null,"url":null,"abstract":"ABSTRACT Previous scholarship about LGBTQ+ inclusive curriculum has tended to focus on teachers’ perspectives and drawn on binaries such as presence/absence. Extending past research, this article describes the experiences of youth, primarily but not exclusively LGBTQ+ youth, with LGBTQ+ inclusive curriculum with respect to intersecting identities and power relations, specifically, sexuality, gender, race, and class. Drawing from a yearlong ethnography at a public, comprehensive high school in a Midwestern U.S. city, I focus on one literacy learning context, a cotaught sophomore humanities course combining English and social studies. Taking up intersectionality’s epistemological, ontological, and ethicopolitical commitments, the findings describe three sets of intersecting social dynamics that mattered for youth’s classroom experiences and ultimately the liberatory (im)possibilities of LGBTQ+ inclusive curriculum: (1) queerness, disclosure, and agency; (2) social capital, class, and race; and (3) homonormativity, race, and outness. These findings offer implications for understanding the relations between LGBTQ+ inclusive curriculum and classroom and school climate.","PeriodicalId":47334,"journal":{"name":"Equity & Excellence in Education","volume":"56 1","pages":"72 - 86"},"PeriodicalIF":2.7000,"publicationDate":"2023-01-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Equity & Excellence in Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/10665684.2022.2160848","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 1
Abstract
ABSTRACT Previous scholarship about LGBTQ+ inclusive curriculum has tended to focus on teachers’ perspectives and drawn on binaries such as presence/absence. Extending past research, this article describes the experiences of youth, primarily but not exclusively LGBTQ+ youth, with LGBTQ+ inclusive curriculum with respect to intersecting identities and power relations, specifically, sexuality, gender, race, and class. Drawing from a yearlong ethnography at a public, comprehensive high school in a Midwestern U.S. city, I focus on one literacy learning context, a cotaught sophomore humanities course combining English and social studies. Taking up intersectionality’s epistemological, ontological, and ethicopolitical commitments, the findings describe three sets of intersecting social dynamics that mattered for youth’s classroom experiences and ultimately the liberatory (im)possibilities of LGBTQ+ inclusive curriculum: (1) queerness, disclosure, and agency; (2) social capital, class, and race; and (3) homonormativity, race, and outness. These findings offer implications for understanding the relations between LGBTQ+ inclusive curriculum and classroom and school climate.
期刊介绍:
Equity & Excellence in Education publishes articles based on scholarly research utilizing qualitative or quantitative methods, as well as essays that describe and assess practical efforts to achieve educational equity and are contextualized within an appropriate literature review. We consider manuscripts on a range of topics related to equity, equality and social justice in K-12 or postsecondary schooling, and that focus upon social justice issues in school systems, individual schools, classrooms, and/or the social justice factors that contribute to inequality in learning for students from diverse social group backgrounds. There have been and will continue to be many social justice efforts to transform educational systems as well as interpersonal interactions at all levels of schooling.