ABSTRACT

In this chapter, the authors focus on high school pedagogies that encourage and embrace student voices and identities, particularly toward Lesbian, gay, bisexual, transgender, queer (LGBTQ) inclusion. They introduces active learning strategies with social justice goals, including naming and identity work, self and community mapping, historiography, and youth participatory action research. Active learning pedagogies often promote small, collaborative learning communities. As teachers begin to utilize more active learning strategies and develop cultural competencies that promote social inclusion and respect for diversity, the authors can take up themes of personal relevance to their students, such as naming and identity, voice and silence, and conflict pedagogy. The authors recommend that high schools increase their knowledge of the participatory action research pedagogical process and brainstorm applications across the disciplines.