SCET Journal 2020

Broadening Diverse Perspectives

are leaving LGBTQ students in a difficult position. A position that forces them to establish their personality and identity alone with limited positive representations. While the merits of multiculturalism and teaching for social justice are widely discussed, these discussions often lack a LGBTQ representative voice. The LGBTQ voice not only lacks in the curriculum itself, but also in the discussion of what boundaries exist in our culture. Boundaries exist not only between race, class, gender, and socioeconomic status, but also between sexual orientation and sexual identity. The educational and therapeutic benefits of CRP and culturally relevant literature are accepted by educators and researchers alike (Bishop, 1990; Cho, 2017, Singer, 1994; Bruneau, Bubenzer, & McGlothlin, 2010; Mc- culliss, & Chamberlain, 2013). Though this conversation is limited, it can easily apply to LGBTQ issues. Texts allow readers to engage in therapeutic practices aimed at decreasing stress and that assist in forging personal identity. So what can teachers do to ensure that their curriculum assists LGBTQ youth if forging a healthy personal identity while reducing stress? How can we combat LGBTQ adolescent depression and suicidal ideation? Teachers have the unique ability to expose diverse students to culturally relevant texts through course cur- riculum, but also through simple book talks. As a high school English teacher I always have a running list of “Things I am Reading” and “Recent Read” titles. When new text titles find their way onto the lists, I often take a moment to book talk titles. I book talk typically twice per week in every class. These book talks are often short and take up little class time. The purpose of these talks is to expose students to as many texts as possible. I often highlight texts that can serve as a mirror, window, or sliding-glass door. In order to meet the needs of all learners I talk about books with diverse protagonists from diverse backgrounds. And most importantly, I make an effort to represent LGBTQ perspectives. Book talks allow students to hear about texts and characters and offer them the ability to choose texts that are culturally relevant and personally engaging. A good book talk might discuss principle characters, conflicts, and intricate details but never spoil thematic development or give away endings. Recently I book Recommendations Book Talk LGBTQ Texts

talked Aristotle & Dante Discover the Secrets of the Universe by Benjamin Alire Saenz as follows: Well, Aristotle & Dante Discover the Secrets of the Universe, is about two boys who grow up together and become very close friends. One of them is extroverted and one introverted. That is to say that one if very outgoing and social, and the other is not so social. Both boys struggle to navigate adolescences. They both experience stress in school related to dating and girls. One of them struggles with his own sexual identity and begins to question his sexuality. Despite the fact that one begins to identify as gay, the two boys remain friends. Even- tually one of the boys is targeted as many LGBTQ students are, and something bad happens to him. But the book doesn’t end there. . . . While this talk is not detailed, lengthy, or complex, it does expose students to a text they would otherwise be unfamiliar with. Book talking Aristotle & Dante Discov- er the Secrets of the Universe allows me to introduce LGBTQ texts that students may never have experienced or encountered. Incorporate Young Adult Literature Teachers can create more inclusive and critical curriculum through the incorporation of YAL (Young Adult Literature) with LGBTQ characters. YAL is often centered on the unique issues adolescent students encounter. Protagonists often are challenged to re- solve emotional and physical conflicts. These texts can be used to support our student populations who lack representation in the curriculum. YAL in curricu- lum should center on the best practices of CRP and seek to address the unique boundaries that exist in our society. For example, teachers can engage students in critical discussions about why LGBTQ voices are often unrepresented or unacknowledged. This can take place through literary discussions of YAL texts with LGBTQ characters in context of LGBTQ authors. This is not limited to English and literature, but can also be bridged into other disciplines: even in science classes while learning about sexual fluidity in animals. Educators have a unique ability to help students understand the strug- gles LGBTQ youth face by incorporating literature that contains characters who struggle with personal identify. For example, Openly Straight and Honestly Ben by Bill Konigsberg can be used to demonstrate the stresses of adolescents in combination with the stresses of forging an identity and coming out as LGBTQ. YAL texts (see Fig. 1) that offer positive LGBTQ

South Carolina English Teacher

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