Previous research has revealed that U.S. schools are hostile and unsafe for queer youth, yet school-based supports, such as LGBTQ-inclusive curriculum, are associated with more welcoming schools. Studies focusing on inclusive curriculum have implicitly characterized this curriculum didactically, in other words, as a direct intervention into the homophobia, transphobia, and ignorance of straight, cisgender students. Drawing on a yearlong literacy ethnography at a public high school in a Midwestern U.S. city, I explored the complex layers of queer-inclusive curriculum’s significance. Focusing on two illustrative Socratic seminar assignments from a sophomore humanities course, I argue that the queer-inclusive curriculum was consequential less because it functioned didactically and more because it fostered a classroom context where youth’s already existing queer activism could flourish. These classroom examples suggest the importance of literacy educators collaborating with youth to offer choice alongside curriculum that represents religiously and racially diverse queer communities, queer joy, and possibilities beyond binaries.

中文翻译：

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在中学课堂中培养青少年的同性恋运动：青少年的选择和包括同性恋的课程

先前的研究表明，美国学校对酷爱的年轻人怀有敌意和不安全感，但学校支持（例如包含LGBTQ的课程）与更受欢迎的学校相关。换句话说，专注于包容性课程的研究在教学上隐含地表征了该课程，换句话说，这是对直率，顺从性学生的同性恋恐惧症，跨性别恐惧症和无知的直接干预。我利用美国中西部城市的一所公立中学一年制的识字民族志，探索了包容性课程的重要性的复杂层次。侧重于二年级人文学科课程中的两次苏格拉底说明性研讨会任务，我认为，包含同性恋者的课程的结果要少一些，因为它在教学上起作用，而更多是因为它促进了一个教室环境，使青年人已经存在的同性恋活动主义可以蓬勃发展。这些课堂例子表明，扫盲教育工作者与青年合作提供重要的选择的重要性，以及提供宗教和种族多样化的酷儿社区，酷儿欢乐以及超越二元语言的可能性的课程。