Critical Inclusion: Disrupting LGBTQ Normative Frameworks in School Contexts

ABSTRACT

Despite recent social and political advancements for lesbian, gay, bisexual, transgender, and queer (LGBTQ) people and an increased focus on LGBTQ-inclusive practices in K-12 schools, there is a lack of research examining relations of power that inform current conceptualizations of national LGBTQ “inclusion,” particularly in school contexts. The authors investigate current and emerging normative approaches to inclusion related specifically to LGBTQ students and examine their limitations and exclusionary implications, including the ways in which said approaches perpetuate and sustain homonormativity and homonationalism. They then introduce a framework for more effectively addressing issues of LGBTQ inclusion in K-12 schools. The authors conclude the article by outlining practical suggestions that educators can use to disrupt homonormativity and homonationalism and adopt critically inclusive practices within their classrooms and broader school community.

Acknowledgments

The authors acknowledge those who offered comments on earlier versions of this article. The first author thanks, Nelson Flores, for his mentorship and the reminder that to advance inclusion studies is to be mindful of its illusions.

Additional information

Notes on contributors

Michael Kokozos

Michael Kokozos, Ph.D., teaches high school and college social science courses in Miami, Florida. His research focuses on inclusion and prejudice reduction in local and global contexts by applying a critical lens. His leadership focuses on collaborating with youth on social activism projects.

Maru Gonzalez

Maru Gonzalez, Ed.D., is an assistant professor in the Department of Agricultural and Human Sciences at North Carolina State University. Her research interests include youth activism and critical pedagogy. Dr. Gonzalez is the Program Director for #PassTheMicYouth, a youth-led podcast and blog which aims to amplify youth voices, shine a spotlight on youth activism, and provide educators with resources for cultivating critical consciousness. She is also co-PI for an opioid prevention program in rural North Carolina.