Implementing curriculum that is inclusive of lesbian, gay, bisexual, transgender, queer, and questioning (LGBTQ) people has the potential to create an equitable learning environment. In order to learn more about students' experiences of LGBTQ-inclusive curriculum, 26 high school students with diverse racial/ethnic, sexual, and gender identities were recruited from the Gay Straight Alliance (GSA) Network in California. Students participated in focus groups conducted by telephone by GSA staff, sharing their experiences of LGBTQ-inclusive curriculum in school. Qualitative coding methods, including grounded theory, were used to identify themes and interpret students' responses. Data revealed that LGBTQ-inclusive curriculum was most often taught in social sciences and humanities courses as stand-alone lessons. LGBTQ-inclusive curriculum rarely met standards of social justice education, though opportunities for critical conversations about systemic oppression regularly emerged. For instance, teachers often failed to intervene in LGBTQ bullying and missed teachable moments conducive to inclusive curriculum. Some students learned positive LGBTQ lessons and highlighted the ways such curriculum reflected their identities and created a supportive school climate. Implications for equitable education are discussed.Attention to the lives of lesbian, gay, bisexual, transgender, queer, and questioning (LGBTQ) people, including students, teachers, and families in schools has been growing in the past several

This paper explores the sociospatial dynamics unfolding in Perry, a rural Iowa town that has been facing rapid change since the 1990s due to growing Latin@ settlement. We focus on what we call the social production of Latin@ visibilities and invisibilities: spatialized practices by individuals, families, communities, and institutions that render different Latin@ groups visible or invisible, with repercussions for survival, community integration, and political praxis. We discuss the border within as an extension of border politics and borderlands rhetorics to the US "heartland", and how the entrenchment of a regime of deportability creates racialized and gendered conditions for the in/visibility of Latin@ immigrants and Latin@s more broadly. We conclude by considering some of the theoretical and political implications of our analysis for such geographies of power and the social relations, locations, and discourses that constitute and are constituted by them. Resumen: Esta ponencia explora las dinámicas socioespaciales en Perry, una pequeña comunidad rural que ha experimentado cambios rápidos desde la década de los 90, mayormente debido a crecimiento de la comunidad Latin@. Nuestro enfoque es en lo que llamamos la producción social de visibilidades e invisibilidades Latin@s, las practicas espaciales de individuos, familias, comunidades, e instituciones, que resultan en mayor o menor visibilidad de distintos segmentos de la comunidad Latin@, con consecuencias políticas positivas o negativas, y también con consecuencias para la sobrevivencia/el sustento, y también con consecuencias para la integración. Discutimos el concepto de la "frontera interna" como una extensión de las políticas y retoricas de la frontera hacia los espacios del interior de los Estados Unidos. También exploramos como el establecimiento de un régimen de deportabilidad crea condiciones de genero y de raza que hacen a l@s Latin@s mas o menos visibles con consecuencias especificas. Concluimos esta ponencia explorando las implicaciones políticas y teóricas de nuestro análisis para lo que llamamos las geografías del poder en los espacios en donde viven y trabajan l@s Latin@s, para las relaciones sociales, los lugares, y los discursos que constituyen y al mismo tiempo son constituidos por dichas geografías.Keywords: Latin@s, immigrants, visibility and invisibility, regime of deportability, border within, geographies of power This paper examines the sociospatial dynamics associated with demographic change in Perry, a small Iowa town that has been a new gateway 2 for Latin@s since the early 1990s. We focus on the social production of Latin@ visibilities and invisibilities

No abstract

No abstract

No abstract