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(p. 143) Inextricably Linked: The Shared Story of Ethnic Studies and LGBTQ-Inclusive Curriculum 

(p. 143) Inextricably Linked: The Shared Story of Ethnic Studies and LGBTQ-Inclusive Curriculum
Chapter:
(p. 143) Inextricably Linked: The Shared Story of Ethnic Studies and LGBTQ-Inclusive Curriculum
Author(s):

Shannon Snapp

and Stephen T. Russell

DOI:
10.1093/med:psych/9780199387656.003.0009
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date: 19 October 2020

Evidence suggests that inclusive curriculum has positive implications for students’ learning, well-being, and safety. Types of inclusive curricula, namely ethnic studies and LGBTQ-inclusive curricula, however, are currently being contested in schools throughout the United States. Twenty-three key informants (e.g., teachers, school board members, school administrators, community activists) in Arizona and California shared their three primary reasons that an inclusive curricular and pedagogical approach to teaching is important: (a) students are reflected in their learning, (b) violence against others lessens and school becomes hospitable to learning, and (c) students’ learning improves due to greater academic engagement and connection. While many key informants saw ethnic studies and LGBTQ-inclusive curriculum as “inextricably linked,” several indicated that the two classes are viewed as separate and distinct. The need for curriculum that aligns with social justice and intersectionality frameworks as well as coalitional advocacy is discussed.

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