Integrating Lesbian/Gay/Bisexual/Transgender Topics and Their Intersections with Other Areas of Difference into the Leadership Preparation Curriculum: Practical Ideas and Strategies

A theory and practice of social justice is fraudulent when it does not fully address lesbian/gay/bisexual/transgender (LGBT) individuals and their intersections with other identities. Faculty who claim to be concerned with social justice cannot focus on one or perhaps two areas of difference while i...

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Bibliographic Details
Published in:Journal of school leadership 2006-03, Vol.16 (2), p.142-157
Main Authors: Capper, Colleen A, Alston, Judy, Gause, C. P, Koschoreck, James W, Lopez, Gerardo, Lugg, Catherine A, McKenzie, Kathryn Bell
Format: Article
Language:English
Subjects:
Curriculum
Educational Change
Homosexuality
Instructional Leadership
Leadership Training
Public Schools
Social Justice
Teaching Methods
Theory Practice Relationship
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Summary:A theory and practice of social justice is fraudulent when it does not fully address lesbian/gay/bisexual/transgender (LGBT) individuals and their intersections with other identities. Faculty who claim to be concerned with social justice cannot focus on one or perhaps two areas of difference while ignoring or giving short shrift to the others. After all, public school leaders oriented toward social justice cannot pick and choose among areas of difference with their students, staff, and community members. These leaders must lead for social justice across areas of difference; faculty should expect no less of themselves. Many LGBT students or students perceived to be LGBT face daily harassment at schools, and LGBT staff, families, and school leaders themselves generally find schools unwelcoming. This article offers practical teaching strategies and teaching resources that can raise consciousness, increase knowledge, and develop leadership skills to prepare leaders to confidently meet the needs of LGBT individuals in their schools. (Contains 1 figure, 3 resources and 1 online resource.)
ISSN:1052-6846
DOI:10.1177/105268460601600203