ERIC ED580428: Teaching LGBTQ-Themed Literature in English Language Arts Classrooms. Equity by Design

2017·3.3 MB·English

by  ERIC

Equity by Design:
Teaching LGBTQ-Themed
Literature in English Language
Arts Classrooms

Mollie Blackburn
Mary Catherine Miller
Teaching LGBTQ-Themed Literature in
English Language Art Classrooms
Equity Assistance Centers (EACs) are
KEY TERMS
charged with providing technical assistance,
LGBTQ - The acronym used to represent lesbian, gay, including training, in the area of sex
bisexual, transgender, and queer/questioning identities and
desegregation, among other areas of
themes. We recognize that this acronym excludes some
desegregation, of public elementary and
people, like those who are asexual or intersex, but we aim to
secondary schools. Sex desegregation, here,
be honest about who gets featured in literature representing
means the “assignment of students to public
sexual and gender minorities.
schools and within those schools without regard
Gender - While “sex” is the biological differentiation of being
to their sex including providing students with a
male or female, gender is the social and cultural presentation
full opportunity for participation in all
of how an individual self-identifies as masculine, feminine, or
educational programs regardless of their
within a rich spectrum of identities between the two. Gender
roles are socially constructed, and typically reinforced in a sex” (https://www.federalregister.gov/
gender binary that places masculine and feminine roles in documents/2016/03/24/2016-06439/equity-
opposition to each other. assistance-centers-formerly-desegregation-
Cisgender - An individual who identifies as the gender assistance-centers). This is pertinent to LGBTQ
corresponding with the sex they were assigned at birth students. Most directly, students who identify as
(Aultman, 2014; Stryker, 2009). By using cisgender to trans or gender queer are prevented from
distinguish someone as not transgender, the term “helps attending school because of the transphobia
distinguish diverse sex/gender identities without reproducing they experience there. Further, barriers exist for
unstated norms” (Aultman, 2014, p. 62). students attending schools who do not adhere
to gender norms (i.e., they experience romantic
Heteronormativity - A set of practices and cultural
and/or sexual attraction to people of their same
institutions that position heterosexuality as “normal”,
gender) due to the homophobia and biphobia
privileging heterosexuality and heterosexual relationships
they experience there. Even those who manage
while also positioning LGBTQ identities and relationships as
to endure these forms of hatred and oppression
abnormal (Blackburn & Smith, 2010; Sanders & Mathis,
and come to school are typically deprived of a
2013). Heteronormativity reinforces rigid gender roles and is
overwhelmingly present in US schools, as students are curriculum that acknowledges other LGBTQ
expected to act in certain ways according to gender and people. This is problematic because there is a
sexual expectations (Blackburn & Smith, 2010). documented correlation between inclusive
curriculum and LGBTQ students staying and
Intersectionality - The recognition of multiple identities and
succeeding in schools (Kosciw, Greytak, Giga,
categories of oppression, acknowledging the relationship and
Villenas, & Danischewski, 2016). In other
interconnection between categories of difference such as
words, in order to provide LGBTQ students with
race, gender, class, and sexual identity (Collins, 2000, 2009;
a full opportunity for participation in all
Kumashiro, 2002).
educational programs, we must strive to
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eliminate transphobia, homophobia, and 2016).
biphobia in schools. Although curriculum is just
one piece of the larger puzzle, it is an important
one, and the one of focus for this briefing. More
specifically, this briefing focuses on curriculum in
English Language Arts classrooms, with
particular attention to literature.
First, we argue that curriculum is a tool
for fostering civil rights in inclusive education for
LGBTQ youth. Next, we describe key
components related to the selection and
The 2015 National School Climate
incorporation of high-quality LGBTQ-themed
Survey, conducted by GLSEN, reported that
texts and then provide an overview of three
57.6% of students who identified as LGBTQ “felt
pedagogical approaches for integrating LGBTQ-
unsafe at school because of their sexual
themed literature into ELA curriculum. The
orientation, and 43.3% because of their gender
podcast associated with this brief features
expression” (Kosciw, et al., 2016, p. 4). LGBTQ
teachers discussing their use of specific LGBTQ-
Students who feel unsafe avoid certain spaces in
themed texts in their own classrooms, providing
school buildings, or even miss school entirely as
concrete examples of pedagogical practices and
a result of feeling unsafe (Kosciw, et al., 2016;
texts.
Russell & McGuire, 2008). The 2015 National
School Climate Survey results revealed that
85.2% of LGBTQ student respondents had
Curriculum as a Tool for Fostering
experienced verbal harassment at school, 27%
Civil Rights in Inclusive had been physically harassed (“e.g. pushed or
Education for LGBTQ Youth shoved”), 13% were physically assaulted (“e.g.
punched, kicked, injured with a weapon”), and
Lesbian, gay, bisexual, transgender, and
59.6% were sexually harassed (“e.g. unwanted
queer (LGBTQ) students face many challenges
touching or sexual remarks”) (Kosciw, et al.,
in schools related to homophobia, which often
2016, p. 4). Of the students who reported
appears as violence, verbal abuse, and anti-gay
incidents to school staff, 63.5% “said that the
graffiti in schools, and heteronormativity, in
school staff did nothing in response or told the
which gendered and sexual stereotypes are both
student to ignore it” (Kosciw, et al., 2016, p. 4).
explicitly and implicitly promoted in schools,
Over half (56.2%) of the students “reported
minimizing and erasing LGBTQ voices and
hearing homophobic remarks from their teachers
experiences. While teachers and the
or other staff” and 63.5% of students “reported
administration may work toward fostering more
hearing negative remarks about gender
inclusive and safer school environments, many
expression from teachers or other school
students, particularly LGBTQ students, report
staff” (Kosciw, et al., 2016, p. 5). Less than a
feeling unsafe in their schools (Kosciw, et al.,
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quarter of LGBTQ students reported positive students, challenging the persistent harassment
inclusion of LGBT people, history, or events in and discrimination experienced by so many of
their school curriculum, and less than half said them.
they could even find such content in their
school libraries or via the internet as accessed
at school. When these students were, however,
taught positive representations of LGBT people,
they were less likely to hear homophobic and
transphobic comments, less likely to feel
unsafe, less likely to miss school and more
likely to feel accepted by and connected to their
classmates (Kosciw, et al., 2016). This is why
we must include LGBT people and themes in
curriculum.
This particular briefing focuses on the
ways that literature and Language Arts curricula
Language Arts teachers, indeed all
can serve as a revolutionary force for social
teachers, need to develop curricula that include
change, specifically with regard to countering
LGBTQ-themed texts for the purposes of
the civil rights injustices experiences by LGBTQ
centering LGBTQ identities and advocating for
students in our schools. The intentional
the civil rights of LGBTQ students (Kosciw, et
inclusion of diverse literature into Language
al., 2016). “Curriculum is tied to power” and
Arts curricula has shown to foster empathy
Language Arts teachers have the power to not
toward marginalized groups (Louie, 2005; Malo-
only include diverse perspectives by centering
Juvera, 2016), and the inclusion of specifically
LGBTQ identities, but also to promote broader
LGBTQ literature not only fosters empathy in
transformative goals of equity and social justice
straight and cisgender students, it also allows
through combating transphobia, homophobia,
LGBTQ students to see themselves reflected in
biphobia, and heteronormativity (Page, 2016, p.
curricula with the goal of improving school
118). By centering and celebrating LGBTQ
climates for LGBTQ students. This is significant
identities, teachers address critical civil rights
since LGBTQ students are often unable to see
issues including the invisibility of LGBTQ
reflections of their identities in the books taught
identities in the curriculum, and homophobic
and offered for leisure reading in their
actions of discrimination, bullying and
classrooms (Clark & Blackburn, 2009; Smolkin
harassment, and inequitable school discipline
& Young, 2011). By incorporating LGBTQ-
that exist in our schools. Seeing examples of
themed texts and curricula that intentionally
other teachers is a critical component of
prevent and counter transphobia, homophobia,
incorporating LGBTQ-themed literature into the
and biphobia in schools, teachers do necessary
Language Arts classroom (Page, 2016; Thein,
work towards the integration of LGBTQ
2013), and this brief explores methodologies
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proposed by contemporary researchers. teaching LGBTQ-themed literature in their own
classrooms, describing rich discussions of
Teachers are often resistant to the
community, identity, and family, as students
teaching of literature with LGBTQ themes
practice combating homophobia in their
(Schieble, 2012; Thein 2013) and may
classrooms.
completely ignore LGBTQ topics in the
Language Arts classroom (Puchner & Klein,
2011). Thein (2013) found that even teachers
Text Selection and Incorporation
who identified as allies or who were
“sympathetic” to LGBTQ issues were still
The selection of high quality texts with
resistant to including LGBTQ-themed literature in
LGBTQ themes is critical for Language Arts
their classrooms (p. 170). While teachers
teachers to combat transphobia, homophobia,
express hesitance to introduce LGBTQ themes
and biphobia (Banks, 2009). Reading and
into the classroom, sexuality and
mediating this literature with students invites
heteronormativity are already present in schools,
students struggling with biases to interrogate
including in Language Arts classrooms
them in a relatively low-stakes context. As Thein
(Blackburn & Smith, 2010; Clark & Blackburn,
(2013) articulates, “Becoming familiar with high-
2009, Kedley, 2015; Puchner & Klein, 2011).
quality children’s literature featuring LGBT
The inclusion of LGBTQ-themed texts and
characters, families, and issues is a key step in
identities is an issue of civil rights, and to include
becoming an informed ally who can advocate for
and discuss identities outside of the already
inclusion of LGBT texts and issues in the
present heteronormative discourse in schools
language arts classroom” (Thein, 2013, p. 179).
contributes to a more equitable society.
Further, reading and discussing inclusive
Teaching LGBTQ-themed texts not only benefits
literature allows students experiencing same-sex
LGBTQ students by allowing them to see
desire and/or questioning their gender identity
themselves in literature and classroom
ways of seeing possibilities of understanding
discussions but additionally benefits all students
their experiences and answering their questions.
by opening Languages Arts curricula “to a far
LGBTQ-themed literature “should be high
broader set of stories about human
quality, meeting literary standards for character
identity” (Blackburn & Buckley, 2005, p. 206). In
development, plausibility of plot, and authenticity
spite of teacher reluctance or unfamiliarity with
of setting, and importance of theme” (Vare &
the instruction of LGBTQ-themed literature,
Norton, 2004, p. 190). As LGBTQ-themed
teaching these texts is important and necessary
literature can foster empathy and bring about
work to be done in Language Arts classrooms
social change (Meixner, 2006), teachers should
(Flores, 2014). Incorporating LGBTQ-themed
select texts that combat stereotypes (Murray,
literature in the classroom has shown “significant
2010), do not reinforce heteronormativity
and sizable reductions in homophobia” for some
(Martino, 2009; Sanders & Mathis, 2013), and do
students (Malo-Juvera, 2016, p. 19). Other
not position LGBTQ identities as pitiable (Clark &
scholars (Schall & Kauffmann, 2003; Epstein,
Blackburn, 2009). The podcast associated with
2000) have documented their experiences
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this briefing includes teachers identifying what which they relate to LGBTQ identities.
they believe are high quality LGBTQ-themed
Literature with LGBTQ themes must be
texts, providing examples for educators working
continually offered, not only during
to include these novels in their classrooms.
conversations on sexuality or as part of
High quality LGBTQ-themed literature serves
diversity initiatives, which can position queer
as a vehicle for critical and activist discussions
identities as abnormal or LGBTQ themes as
that promote social justice aims and center
separate from the traditional curriculum (Clark
LGBTQ identities and voices.
& Blackburn, 2009). LGBTQ themes should
LGBTQ-themed literature is often instead be fully incorporated into the curriculum
presented as a window (Bishop, 1990) for and everyday conversations that work to foster
straight and cisgender students to see equity. Frequently incorporating LGBTQ-
representations of LGBTQ identities (Blackburn themed literature allows for more opportunities
& Schey, 2017; Clark & Blackburn, 2009), for students to “engage, participate, and identity
however, recent scholars (Kenney, 2010; themselves as readers and writers” in the
Sanders & Mathis, 2013; Schey & Uppstrom, Language Arts classroom (Vetter, 2010, p.
2010; Vetter, 2010) highlight pedagogical 106). Centering LGBTQ experiences and
practices that include LGBTQ-themed literature allowing for repeated engagements with
as mirror texts, in which LGBTQ students can LGBTQ-themed literature pushes for the
see themselves reflected in literature. When continual disruption of heteronormativity.
LGBTQ-themed texts and LGBTQ identities are
Not only should high quality LGBTQ-
centered in the classroom, LGBTQ students are
themed literature be frequently taught and
able to have multiple mirror texts with which to
discussed in the Language Arts classroom, but
engage. Additionally, by presenting LGBTQ-
teachers should aim to also provide LGBTQ-
themed texts as potential mirrors for all
themed literature available for leisure reading
students, Language Arts teachers remove their
and entertainment. By “providing opportunities
own heteronormative and cisgender
for students to self-select their reading” of
assumptions of their students, allowing for
LGBTQ-themed literature, teachers can provide
students to find themselves within a variety of
multiple opportunities for LGBTQ students to
identities related to gender and sexuality. As
see themselves in literature and engage in
Bishop (1990) writes, “when lighting conditions
literacy events that encourage equity and the
are just right, however, a window can also be a
centering of LGBTQ identities (Wood, Kissel, &
mirror” and moving these LGBTQ-themed texts
Miller, 2016, p. 47). By providing LGBTQ-
from windows to mirrors for straight and
themed texts within a classroom library or
cisgender students disrupts heteronormative
encouraging the selection of LGBTQ-themed
assumptions and reasserts the fluidity of
texts for student workshops, teachers can
gender and sexual identities (p. ix). Language
signal inclusion and demonstrate “commitment
Arts teachers can aim to position texts in ways
to equitable representation” (Page, 2016, p.
that allow students to insert themselves into
121). Literature with LGBTQ themes should be
LGBTQ-themed literature or discuss ways in
centered in critical discussions and
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simultaneously offered for entertainment and positioned as homophobic or even straight
aesthetic enjoyment, disrupting the normative (Clark & Blackburn, 2009) and discussions
positioning of heterosexuality and should not focus on the “morality” of sexualities
heteronormativity that currently exists in or identities (Burke & Greenfield, 2016).
Language Arts classrooms. Curricula should be constructed in a way that
centers LGBTQ identities, encourages students

toward social action, and represents “the LGBTQ
Pedagogy with LGBTQ-Themed
presence in all of our lives” (Blackburn &
Literature Buckley, 2005). Successful incorporation of
LGBTQ-themes are examined here, including
Simply introducing LGBTQ-themed literature
pedagogical practices that promote equity,
does not address the civil rights issues of
center LGBTQ identities, and involve intentional
transphobia, homophobia, and biphobia in our
pedagogical activism that works to combat
schools, instead teachers must endeavor to
heteronormativity and homophobia.
incorporate and discuss these texts throughout

their curriculum (Epstein, 2000; Page, 2016;
Ryan & Hermann-Wilmarth, 2013; Sanders &
Reading Queerly
Mathis, 2013; Schall & Kauffman, 2003).
Heterosexuality is privileged in many ways
throughout schools and classrooms. Curricular
examples include naming heterosexual
relationships, like F. Scott and Zelda Fitzgerald,
but not homosexual ones, and exploring the Civil
Rights Movement without naming Bayard
Rustin’s role or never referencing the Stonewall
Rebellion. Extracurricular examples include
traditions such as kings and queens for
homecomings and proms, which reinforce
heterosexual assumptions of opposite gender
pairings. Other examples include referencing
parents as mothers and fathers. Teachers must
explicitly discuss these topics and shortcomings Effort should be made to ensure the availability
in order to challenge them, as more general of high quality literature that centers LGBTQ
discussions on bullying or tolerance risk identities, however, LGBTQ themes can still be
reinforcing LGBTQ stereotypes, positioning incorporated into the Language Arts classroom if
LGBTQ students as outsiders, or maintaining such texts are not immediately available.
these heteronormative constructions present in Reading queerly is a critical reading practice that
classrooms and schools (Sanders & Mathis, approaches texts from a queer perspective:
2013). While nearly all US schools are inherently exploring the portrayals of genders and
heteronormative, students should not be sexualities, identifying absences of identities or
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stereotypes portrayed in a text, and challenging LGBTQ-themed literature, though we want to
and deconstructing heteronormativity (Helmer, assert the necessity of acquiring and including
2015; Morris, 1998). Reading queerly (Helmer, texts that explicitly name and center LGBTQ
2015; Kumashiro, 2002) by exploring identities, as “LGBTQ texts must be present if
dimensions of power, oppression, identity, and they are to be a part of a critical pedagogy
justice, can be a way of disrupting which engages marginalized students” (Page,
heteronormativity when Language Arts 2016, p. 135). Language Arts teachers must
teachers make the effort to question and find ways to center LGBTQ identities, both in
discuss the presence and absence of their classroom literature and through their
sexualities and genders in a text. Teachers can pedagogical practices, and reading queerly can
prompt their students to examine be one way to begin or complement this
heteronormativity, homophobia, transphobia, process.
and biphobia, through these conversations on

privilege and visibility. Ryan and Hermann-
“Safe Enough”
Wilmarth (2013) propose queer readings of
books “already on the shelf” in elementary
Wood, Kissel, and Miller (2016)
Language Arts classrooms to introduce LGBTQ
advocate for the use of “safe zones” in the
-themes in the absence of texts with LGBTQ
literature classroom, in which teachers
characters. By assuming a political stance and
intentionally position their classroom community
reading texts through a queer lens that
as a safe place, or we would argue a safe
addresses identity, discrimination, and equality,
enough place, in which students are able to
LGBTQ themes are brought into the elementary
discuss LGBTQ-themed literature, addressing
Language Arts classroom, providing
stereotypes and promoting conversations that
foundational literacy events that work to
further social justice aims. As many LGBTQ
promote equity and disrupt heteronormativity.
students express feeling unsafe in schools
Banks (2009) argues for the need to read
(Kosciw, et al., 2016), fostering safer places in
critically even if books with LGBTQ characters
the classroom can have a critical impact on
are unavailable, and teachers should feel
their school experience. Wood, et al. (2016)
encouraged to center LGBTQ identities through
examine a middle school classroom in which a
examinations of intersectionality and
teacher, Ms. Smith, uses a social justice unit to
heteronormativity (Blackburn & Smith, 2010).
incorporate LGBTQ-themed literature and
Teachers can immediately improve the lives of
literacy strategies that help to center LGBTQ
their LGBTQ students by incorporating queer
identities. As conversations on compassion and
readings of books that are already in their
equity are foregrounded, students are
classrooms and curriculum, even if explicitly
encouraged to connect novels to their own lives
named LGBTQ identities are not currently
and their own encounters with discrimination,
represented. Reading queerly can be
resulting in conversations on how to foster “safe
considered one part of an inclusive curriculum,
zones” in their classrooms and ways in which
or used in the absence of immediately available
students can work towards transforming
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schools into safe (enough) and inclusive spaces. of our students, and acknowledging their multiple
One of June Jordan’s “ground rules” for her identities and experiences, teachers must take
Poetry for the People program includes a care to do so in ways that do not use
message on creating trust and safety within a intersectionality as another way to position
community, in which “The People shall students as homophobic (Blackburn & Schey,
consciously undertake to respect and to 2017).
encourage each other to feel safe enough to
attempt the building of a community of trust” (in
Muller & The Blueprint Collective, 1995, p. 16).
Though the classroom may not be a completely
safe place, creating a “safe enough” place can
allow students opportunities to approach,
discuss, and enjoy LGBTQ-themed literature and
have an impact on the many LGBTQ students
who experience unsafe and discriminatory
school environments.

As an example of incorporating
Intersectionality
intersectionality into the wider Language Arts
curriculum, high school Language Arts teacher
Teaching LGBTQ-themed literature while
Ms. Lanza has particular aims of including
recognizing the multiple identities of students
allows for further disruptions of heteronormativity LGBTQ-themed literature in both her
instructional materials and as leisure reading
as these approaches acknowledge and
materials (Page, 2016). By incorporating LGBTQ
showcase multiple and fluid representations of
gender and sexual identities. As described by identities into wider discussions of “power,
equity, and democracy,” sexual desegregation is
Blackburn and Schey (2017): “Curricular
related to broader civil rights issues (Page, 2016,
representations of LGBTIAQQ people must
attend to a variety of dimensions of difference, p. 119). Ms. Lanza, described by Page (2016), is
noted for her commitment to inclusion and
such as race, class, religion, disability, linguistic
intersectionality as she creates a student-
diversity, nationality, and indigeneity” (p. 54).
When teachers offer LGBTQ-themed literature centered curriculum that addresses “equity for all
and justice for those who were marginalized, not
attending to intersectionality, LGBTQ students
solely on converting homophobic students or
are able to see multiple reflections of themselves
in literature, including representations of many boosting self-esteem of LGBTQ students” (p.
123). Intersectional approaches, like those used
other identities they may perform. Straight and/or
by Ms. Lanza, allow for discussions and activism
cisgendered students may also find reflections of
that not only advocate for the experiences and
their own multiple identities or see increased
equity of LGBTQ identities but also work to
representations of LGBTQ identities through this
approach. When discussing the intersectionality
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improve the lives of all those that are
oppressed and/or marginalized.

Conclusion
It is imperative that Language Arts teachers
incorporate LGBTQ-themed texts into their
curricula not only to center LGBTQ identities
but also to do the necessary and critical activist
work to combat homophobia and disrupt
heteronormativity. Teaching is inherently
political and it is necessary for teachers to take
a stance that explicitly and actively advocates
for LGBTQ students. We argue that the
centering of LGBTQ-themed literature in the
Language Arts classroom can do this important
work. LGBTQ-themed literature addresses
issues of identity relatable to all students and
conversations on equality and action are
transferrable to other conversations on civil
rights and social justice. The podcast
associated with this briefing, “Teaching LGBTQ
-Themed Literature in English Language Arts
Classrooms,” provides additional pedagogical
examples as teachers discuss LGBTQ-themed
texts and the ways they center LGBTQ
identities in their classrooms.
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