Democracy, Inclusion, and Curriculum
This conclusion presents some closing thoughts on the key concepts discussed in the preceding chapters of this book. The book provides the positionalities and experiences serve as resources for inclusive curriculum because they provide narratives and counternarratives that challenge the oppression of common sense in curriculum. It supports the curriculum recommendations that surround the Young's (2000) model for increasing inclusion as related to lesbian, gay, bisexual, transgender, and queer (LGBTQ) inclusion. In auto ethnography, students and educators examine how their narratives are embedded in a network of power relations and discourses. The authors isolated by the discourse and the effects they have on our community of Cache Valley, where Utah State University (USU) is located. The effects of the discursive field are evident in the lack of visibility of LGBTQ individuals or issues. Although there are LGBTQ-inclusive student groups on campus, our role as faculty limits our interactions with these groups.