Many local and national teaching associations and teacher preparation programs have
called for the integration of LGBTQ+ Young Adult literature in the secondary English language
arts classroom. However, in practice, classroom teachers continue to rely on classic, canonical
works which often represent a white, cisgender male, heterosexual point of view. In choosing these
canonical texts, the identities and experiences of the spectrum of LGBTQ+ students are excluded.
The effects of this exclusion are harmful to both LGBTQ+ students and their peers. The purpose
of this thesis is twofold: 1) explore how LGBTQ+ YA literature is currently being used in
secondary English Language Arts classrooms and 2) provide a list of exemplary LGBTQ+ texts
that teachers can integrate into their curriculum. In exploring these topics, I discuss various teacher
hesitations in using LGBTQ+ texts in their classroom as well as successful ways teachers are
currently integrating these texts into their curriculum. At the conclusion, I provide
recommendations for novel selections and classroom appropriacy.
| Identifer | oai:union.ndltd.org:purdue.edu/oai:figshare.com:article/14773410 |
| Date | 04 August 2021 |
| Creators | Brandon Eugene Schuler (10948353) |
| Source Sets | Purdue University |
| Detected Language | English |
| Type | Text, Thesis |
| Rights | CC BY 4.0 |
| Relation | https://figshare.com/articles/thesis/An_Exploration_Of_How_Teachers_Are_Integrating_LGBTQ_Young_Adult_Literature_Into_The_Secondary_English_Language_Arts_Classroom/14773410 |
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