Fostering an ideology of inclusivity: shared critical dialogue and self-reflexivity in the English classroom

ABSTRACT

Despite a reported sociocultural shift in the public perception of rights affecting LGBTQ+ individuals and some changes in governmental policies and laws, there has not yet been a resulting shift in the overall K-12 pedagogical paradigm. Within the classroom, LGBTQ+ individuals and students growing up in LGBTQ+ households are frequently and actively silenced and, therefore, marginalised and stigmatised while LGBTQ+ topics and curricula are intentionally avoided. LGBTQ+ students, students raised in LGBTQ+ families, and LGBTQ+ educators may struggle to feel included within the heteronormative school environment. This lack of LGBTQ+ representation highlights potentially damaging implications for the microsystem of students, parents, and educators. To meet the needs of its LGBTQ+ population, schools must re-evaluate their current inclusivity practices and examine possible interventions to increase inclusion. Through a synthesis and discussion of the research literature rooted in Freire’s (2017) critical dialogue, the author examines possible solutions to increase perceptions of inclusion for the LGBTQ+ community from within the English classroom.

KEYWORDS:

• English classroom
• LGBTQ+ students
• LGBTQ+ educators
• inclusive curriculum
• Freire

Disclosure statement

No potential conflict of interest was reported by the author.

Notes

1. The plus sign (+) represents other names and identities that individuals may select to portray themselves. If cited researchers or participants did not recognise transgender or queer identities, the T and/or Q were removed from this acronym.

Additional information

Notes on contributors

Alexandra C. Parsons

Dr. Alexandra Parsons is an Adjunct Instructor in the School of Education at Johns Hopkins University. She has been a Middle and Upper School English teacher and Learning Specialist. Her research centers on using photovoice to increase inclusivity and the role of virtual art galleries as learning spaces.