ABSTRACT
This chapter suggests strategies for becoming a proactive, effective practitioner on behalf of sexual-minority students. Educators wield a great deal of influence to let sexual-minority youth languish under their leadership or to support them to maximize their human potential. The chapter promotes that educators will have a foundation from which to assume a more knowledgeable and proactive stance to address sexual diversity in the classroom and to bring administrators on board as need be, in order to better serve all students who pass through their doors. Multiliteracies, a term coined by the New London Group, is the philosophical standpoint on teaching and learning that guides this chapter. The New London Group and others who discuss the concept of multiliteracies, such as Cummins and Kalantzis and Cope, posit that social diversity and multimodal pedagogy are key considerations in effective classroom learning.
