ABSTRACT Despite recent social and political advancements for lesbian, gay, bisexual, transgender, and queer (LGBTQ) people and an increased focus on LGBTQ-inclusive practices in K-12 schools, there is a lack of research examining relations of power that inform current conceptualizations of national LGBTQ “inclusion,” particularly in school contexts. The authors investigate current and emerging normative approaches to inclusion related specifically to LGBTQ students and examine their limitations and exclusionary implications, including the ways in which said approaches perpetuate and sustain homonormativity and homonationalism. They then introduce a framework for more effectively addressing issues of LGBTQ inclusion in K-12 schools. The authors conclude the article by outlining practical suggestions that educators can use to disrupt homonormativity and homonationalism and adopt critically inclusive practices within their classrooms and broader school community.

中文翻译：

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关键包容：破坏学校环境中的 LGBTQ 规范框架

摘要 尽管最近女同性恋、男同性恋、双性恋、跨性别和酷儿 (LGBTQ) 人的社会和政治进步以及 K-12 学校对 LGBTQ 包容性实践的日益关注，但缺乏研究权力关系的研究来了解当前国家 LGBTQ“包容”的概念化，尤其是在学校环境中。作者调查了与 LGBTQ 学生特别相关的当前和新兴的包容性规范方法，并检查了它们的局限性和排斥性影响，包括所述方法使同质性和同质性永久化和维持的方式。然后，他们引入了一个框架，以更有效地解决 K-12 学校中 LGBTQ 包容问题。