ABSTRACT
In this chapter, the authors begin with an examination of the role of curriculum theory in the construction of knowledge may deconstruct and re-center multiple epistemologies in the high school curriculum. They examine the curriculum's conceptual progression, they can include "difficult knowledge," youth narratives that disrupt binary notions of normal and abnormal, and move toward a study of human variation. Lesbian, gay, bisexual, transgender, queer (LGBTQ) inclusion in curriculum is challenging for high schools and colleges because courses are more deeply and broadly discipline-specific. The disciplines of English and theater arts can explore LGBTQ youth lives and perspectives during class, through a performance, and using queer texts for analysis. English and theater arts courses can explore these goals by featuring stories of LGBTQ youth during textual analysis and engagement with world events and community lives.
