TITLE: Creating Queerly Responsive Classrooms in Minnesota: The Importance of LGBTQ+ Representation in Urban High School English Curriculum
ABSTRACT: The state of Minnesota does not currently recommend that teachers or students interact with LGBTQ+ topics or literature in English language arts classrooms. Research shows that culturally responsive teaching and curriculum, or reflecting the individualized needs and voices of students within the classroom, improves overall educational outcomes and supports the mental health of youth in the United States. The following paper outlines the current lack of access to LGBTQ+ curriculum within the state of Minnesota, and details steps for individual educators and legislators to take in order to become “queerly responsive.” As a result, this paper intends to spread information and knowledge regarding the incorporate of including more diverse, intersectional voices and topics into Minnesota English language arts classes.
COMPLETED: December 2019