Honors Theses
Date of Award
Spring 5-9-2020
Document Type
Undergraduate Thesis
Department
Education
First Advisor
Jaime Harker
Second Advisor
Ann Monroe
Third Advisor
Kirsten Dellinger
Relational Format
Dissertation/Thesis
Abstract
In the current state of secondary education, queer studies are appallingly underexposed. The subject matter is often completely disregarded due to a perceived discomfort around themes and content regarding LGBTQ+ sexualities. This process of elimination is a disservice to all students as they continue their education and move on to the adult world. Queer studies must be included for all students to ensure a society of empathy and understanding. Including the queer identity in the secondary education, classroom gives LGBTQ+ students the usable past that is essential to their wellbeing and mental health, and it provides exposure and understanding for students who fall outside the queer umbrella. This process is not one of addition or elimination, but rather, it is striving to acknowledge the information already present in most curriculums. An educator must create a culturally inclusive classroom that reflects the world in which their students live. Diversity is not simply a matter of race or religion. It is acknowledging and engaging in all aspects of intersectionality within a text, community, and the world.
Recommended Citation
Shoemaker, Ashlign D., "Queering Secondary Education: An Inquiry to the Necessity of Queer Studies for All Students" (2020). Honors Theses. 1492.
https://egrove.olemiss.edu/hon_thesis/1492
Accessibility Status
Searchable text
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.
Included in
Curriculum and Social Inquiry Commons, Lesbian, Gay, Bisexual, and Transgender Studies Commons, Secondary Education Commons