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Incorporating LGBT Literature into the the Curriculum

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Tim Mittan

on 29 April 2015

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Transcript of Incorporating LGBT Literature into the the Curriculum

By: Tim Mittan
Incorporating LGBT Literature into the the Curriculum
Benefits of LGBT Literature

Blackburn, M. V., & Smith, J. M. (2010). Moving beyond the Inclusion of LGBT- Themed Literature in English Language Arts Classrooms: Interrogating Heteronormativity and Exploring Intersectionality. Journal Of Adolescent & Adult Literacy, 53(8), 625-634.

Fox, R. K. (2007). One of the Hidden Diversities in Schools: Families with Parents Who Are Lesbian or Gay. Childhood Education, 83(5), 277.

Hughes-Hassell, S., Overberg, E., & Harris, S. (2013). Lesbian, Gay, Bisexual, Transgender, and Questioning (LGBTQ)-Themed Literature for Teens: Are School Libraries Providing Adequate Collections?. School Library Research, 16
Going Beyond LGBT Literature
These articles go beyond just incorporating LGBT literature into the curriculum. They express the concept of intersectionaility and why it needs to be incorporated in the classroom discussions. Also addressed is why and how teachers need to explicitly discuss the identities of the LGBT community.
Herbeck, J. (2005). Creating a Safe Learning Environment. Book Links, 14(3), 30.

Sanders, A. M., & Mathis, J. B. (2012). Gay and Lesbian Literature in the Classroom: Can Gay Themes Overcome Heteronormativity?. Journal Of Praxis In Multicultural Education, 7(1), 1-18. doi:10.9741/2161-2978.1067

Whittingham, J., & Rickman, W. (2007). Controversial Books in the Middle School: Can They Make a Difference?. Middle School Journal, 38(5), 41-45.

Wickens, C. M. (2011). Codes, Silences, and Homophobia: Challenging Normative Assumptions About Gender and Sexuality in Contemporary LGBTQ Young Adult Literature. Children's Literature In Education, 42(2), 148-164. doi:10.1007/s10583-011-9129-0
LGBT Literature and Inclusive Classrooms
These articles address ways to incorporate LGBT literature into the curriculum as well as how to create an inclusive classroom. Also addressed is the need to rid schools and classrooms of heteronormativity - the idea that being heterosexual is "normal" while homosexuality is considered "abnormal."
Krywanczyk, L. (2007). Queering Public School Pedagogy as a First-Year Teacher. Radical Teacher, 79, 27-34.

Meyer, E. J. (2007). CHAPTER ONE: "But I'm Not Gay": What Straight Teachers Need to Know about Queer Theory. In , Queering Straight Teachers: Discourse & Identity in Education (pp. 15-32). Peter Lang Publishing, Inc.
Sources for First Year Teachers and More
If you are having reservations about incorporating LGBT literature in your curriculum because you aren't part of the LGBT culture or are a first year teacher then these sources will help. These articles address ways you can incorporate the literature without fear of being questioned by coworkers and how to do so while not being part of the LGBT community.
LGBT students are asking for our help!

“Teachers need to step up! By making sure that this type of hate language — or all hate language — isn’t accepted in the classroom. Even if they don’t hear it, if a student comes up to them or somebody puts a note on their desk or something . . . just make sure that it’s just not accepted."

Young, A. L. (2013). LGBT Students Want Educators to Speak up for Them. Educational Horizons, 91(2), 8-10.
LGBT Students and Stats
- 1 out of every 10 students associate themselves with some aspect of the LGBT culture

- Students experience anti-gay comments and insults around an average of 25 times a day

- LGBT students are two to six times more likely to commit suicide
"Don’t worry if you’re new to the subject — or if it already looks like your school has a problem. Let students hear that you’re willing to listen and will act to protect and respect them. They’ll teach you anything you need to know”
THE END
For questions feel free to contact me at tmittan@mix.wvu.edu
There are many benefits to incorporating LGBT literature into an English Language Arts curriculum. It helps to provide inclusion and safety within the classroom as well as break common stereotypes that are often attached to the gay community.
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