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Strategies and Resources for Creating LGBTQ-Inclusive Classrooms

by Mara Sapon-Shevin - 2019

This chapter focuses on the necessity of strategies for challenging heteronormativity in teacher education classrooms and K12 classrooms. The chapter explores the silence about this topic that prevents teachers at all levels from engaging in open and effective discussion about how to organize schooling so that is supportive of students who are LGBTQ. It details specific strategies for combating discriminatory practices in school classrooms and teacher education programs and the emotions of teachers accompanying these; these strategies include the use of literature, film, music, and activities. The importance of addressing bullying as a systemic and structural issue rather than as a classroom-management or disciplinary concern is detailed.

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Cite This Article as: Teachers College Record Volume 121 Number 13, 2019, p. 1-22
https://www.tcrecord.org ID Number: 23068, Date Accessed: 9/25/2021 8:40:49 AM

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About the Author
  • Mara Sapon-Shevin
    Syracuse University
    MARA SAPON-SHEVIN is Professor of Inclusive Education at Syracuse University. Her areas of interest include social justice education, inclusion, teacher education, bullying, and using the arts to counter oppression and injustice. Publications include Condition Critical: Key Principles for Equitable and Inclusive Education (with Diana Lawrence-Brown, 2013) and Because We Can Change the World: A Practical Guide to Creating Cooperative, Inclusive Classroom Communities (2004). Mara is an activist with commitments to justice for women, Palestinians, and the LGBTQ community.
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