SCET Journal 2020

Broadening Diverse Perspectives

to our LGBTQ student populations as well? It is wide- ly accepted in education that institutions are failing to engage diverse learners. This failure is even more evident and visible in the context of LGBTQ learners. More specifically, educational institutions are failing to meet the needs of LGBTQ learners by failing to engage them and their peers in critical discussions. Research- ers have explored this issue and found one key reason for the lack of engagement for all learners is that the curriculum simply does not lend itself to student en- gagement because it is not relevant to diverse learners (Fairbrother, 2000; Banks, 1993; Wei, 2013). LGBTQ student engagement in curriculum can be fostered through CRP. CRP approaches encourage simple calls for inclu- sion and the promotion of critical dialogue between diverse peoples (Singer, 1994). Because diverse populations are often minoritized student populations, diverse students are particularly at risk of not engaging with the curriculum because it lacks relevant represen- tation (Singer, 1994). LGBTQ populations are a minori- tized and diverse population. Encouraging all students to deeply engage in critical discussions that aim to expose injustice and inequality can help students understand the boundaries that exist in race, ethnic- ity, culture, social class, gender, ability, and language (Lazar, Edwards, & McMillion, 2012; Wei, 2013). LGBTQ student engagement can be as simple as offering texts that are relevant to the LGBTQ adolescent issues. Incorporating Young Adult Literature, YAL, into the cur- riculum is one method of increasing engagement. Culturally Relevant Literature Understanding the cultural beliefs and values of oth- ers helps us to understand ourselves and how we as diverse individuals can interact with society. Engaging students with CRP and culturally relevant literature can help students understand LGBTQ culture. Understand- ing LGBTQ culture is just as essential as engaging students with other cultures. In an increasingly diverse world, knowledge of varied perspectives and peoples becomes increasingly important. Helping students un- derstand the cultural values of others through the use of CRP is an essential component in teaching for social justice and giving students voice (Cho, 2017; Dover, 2015). But does integrating any culturally relevant litera- ture into the curriculum guarantee the benefits outlined by researchers? No. In fact, culturally relevant literature

that does not allow students to see themselves with- in the text can be considered meaningless. Students need to see themselves in the literature in order to participate in equitable and multicultural experiences in education (Martinez, Koss, & Johnson, 2016; Gorski, & Swalwell, 2015). When LGBTQ students have the ability to see themselves in texts, and when peers have the ability to see and understand LGBTQ culture through text, CRP is the result. Seeing Ourselves in Literature Literature can serve as mirrors, windows, and slid- ing-glass doors (Bishop, 1990). Students can connect on meaningful levels with texts if they see the literature as a reflection of their world, looking into the text and seeing themselves, being able to experience litera- ture as if it were a part of their life (Bishop, 1990). Like all diverse populations, LGBTQ students should be offered texts that can serve as mirrors, windows, and sliding-glass doors. Offering LGBTQ students texts that can assist them in critical self-inquiry allows for improved personal agency. Offering these texts can also allow students, specifically those of historically marginalized groups, to experience literature and the world through a familiar lens. These mirrors, windows, and sliding-glass doors can help LGBTQ students to acquire critical perspectives of the world, to understand themselves and their societal interactions, promote dia- logue across boundaries, and increase agency (Bishop, 1990; Dover, 2015; Singer, 1994; Wei, 2013). CRP and culturally relevant texts are essential in helping LGBTQ students navigate adolescence. As students engage critically with literature that serves as a window into the lives of others, they can gain critical perspectives that assist them in understanding the boundaries that exist between cultural groups. These texts can also assist LGBTQ students in understanding and navigating their own identities through engagement with texts. Implications of Review Should educators, through CRP, provide positive LGBTQ representations in the curriculum? Absolutely. Educators have acknowledged the benefits of multi- cultural literature and meeting the needs of learners through the use of culturally relevant literature. LGBTQ students deserve to have their voices represented in the curriculum as well. Without this representation, we

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