Moving from Inaction to Action: Challenging Homo- and Transphobia in Middle School English Language Arts
Average rating
Cast your vote
You can rate an item by clicking the amount of stars they wish to award to this item.
When enough users have cast their vote on this item, the average rating will also be shown.
Star rating
Your vote was cast
Thank you for your feedback
Thank you for your feedback
Author
Miller, Henry (Cody) C.Journal title
Middle Grades ReviewDate Published
2020-04-01Publication Volume
6Publication Issue
1
Metadata
Show full item recordAbstract
What happens when teachers have opportunities to engage in LGBTQ-affirming practices but choose not to? In the following essay, the authors present a vignette from a middle school context and consider ways to challenge silences to support LGBTQ students in middle school English classrooms. The authors provide discussion and resources to help teachers engage in LGBTQ affirming practices with middle school students.Description
This Practitioner Perspective is brought to you for free and open access by the College of Education and Social Services at ScholarWorks @ UVM. It has been accepted for inclusion in Middle Grades Review by an authorized editor of ScholarWorks @ UVM. For more information, please contact donna.omalley@uvm.edu. --- Follow this and additional works at: https://scholarworks.uvm.edu/mgreview Part of the Teacher Education and Professional Development Commons