QUEERING THE CURRICULUM: ESTABLISHING EQUITY FOR LGBTQIA STUDENTS AND EDUCATORS IN MICHIGAN

<p>This project examines the state of Michigan’s efforts in creating an equitable learning and working environment for LGBTQIA K-12 students and educators, explicitly focusing on 11^th and 12^th grade English Language Arts (ELA) standards. In the first chapter, I evaluate the relationship between queer theory and pedagogy and illuminate the need to implement queer pedagogy in teaching K-12 ELA classes. The following chapter reviews the progressive state of California for its promotion of culturally responsive pedagogy and its inclusion of LGBTQIA topics in its K-12 curriculum. The third chapter analyzes Michigan legislature and policies to highlight gaps that allow for the perpetuation of heteronormativity. This chapter also acknowledges efforts the state of Michigan has undertaken to improve the LGBTQIA community’s experiences in the education system. The subsequent chapters detail specific measures that must be taken to fill the gaps that Michigan leaves open. I discuss how those gaps might be filled through the use of queer and culturally responsive pedagogies in ELA classrooms, by reconsidering text selection processes, and also through the restructuring of pre-service education requirements. </p>

Name thesis:degree_name

Master of Arts

Level thesis:degree_level

Thesis

Discipline thesis:degree_discipline

English

Year dc:date.available

2020

Author dc:creator

• Findlay, Miranda

Contributors dc:contributor

• Dr. Kia Jane Richmond

• Common Core State Standards (CCSS)
• curriculum
• LGBTQIA
• equity
• Michigan
• English Language Arts
• queer pedagogy
• inclusion
• social justice
• Children's and Young Adult Literature
• Curriculum and Instruction
• Curriculum and Social Inquiry
• Lesbian, Gay, Bisexual, and Transgender Studies
• Secondary Education
• Secondary Education and Teaching
• Teacher Education and Professional Development

Repository record dc:identifier

https://commons.nmu.edu/theses/620

OAI identifier oai:identifier

oai:commons.nmu.edu:theses-1653