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

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Charles P. Gause, Associate Professor (Creator)
The University of North Carolina at Greensboro (UNCG )
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Abstract: 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 per-ceived 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, arid develop leadership skills to prepare leaders to confidently meet the needs of LGBT individuals in their schools.

Additional Information

Capper, C.A., Alston, J., Gause, C.P., Koschoreck, J., Lopez, G., Lugg, C.A., McKenzie, K. B., (2006, March). Integrating Gay/Lesbian/Bisexual/Transgender topics and their intersections with other areas of difference into the leadership preparation curriculum: Practical ideas and strategies. Journal of School Leadership, 16, (2). 142-157.
Language: English
Date: 2006
LGBT, Gay, Lesbian, Bisexual, Transgender, Curriculum, Leadership, Education

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