ABSTRACT

In this chapter, the authors focus on pedagogies in middle school that support lesbian, gay, bisexual, transgender and queer (LGBTQ) youth, that are caring and critical, and that build spaces of belonging through learning. They must be aware that LGBTQ youth often experience trauma and learn to inform our pedagogies through a trauma-sensitive lens. The authors provide several principles that can also inform their work as educators in understanding the relationship between LGBTQ youth and trauma: For youth struggling with issues of sexual orientation and gender identity, exposure to harassment and violence is frequent, and adapt policies, procedures, forms and regulations to maximize inclusion of GLBTQ clients while also minimizing re-traumatization. They examine middle school pedagogy from inclusive, community-based, and critical vantage points. The authors suggest pedagogies are practices of belonging through which all academic learning occurs. They investigate relational practices grounded in queer, anti-racist perspectives, and in social relations grappling with power and oppression.