Moving from Inaction to Action: Challenging Homo- and Transphobia in Middle School English Language Arts
|Miller, Henry (Cody) C.
|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 email@example.com. --- Follow this and additional works at: https://scholarworks.uvm.edu/mgreview Part of the Teacher Education and Professional Development Commons
|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.
|Moving from Inaction to Action: Challenging Homo- and Transphobia in Middle School English Language Arts
|Middle Grades Review
|Education and Human Development Faculty Publications