Rethinking the Mainstream Gay and Lesbian Movement Beyond the Classroom: Exclusionary Results from Inclusion-Based Assimilation Politics

Nicole C Ferry

Abstract


This paper explores the current mainstream gay and lesbian equal rights movement in an attempt to better analyze the concept of “equal rights” and “equality” within U.S. discourse and curriculum.  Ostensibly, legal and political equality is encouraged for gay and lesbian individuals, however, this paper argues that the current direction of mainstream equal rights organizations is one leading toward a repetition of the past, whereby legal or political equality will not inevitably bring heterosexism to breakdown or diminish in its incidence or prevalence.  Conversely, it will (if it has not already) lead to fragility among the queer community as well as with dominant culture, the pervasive exclusion of other queer-identified individuals, and further domination by the same kinds of privileged people.  This paper advocates that a rethinking and reexamining of this movement is essential for teachers and their particular approach to educating students about equal rights in the classroom.

Full Text:

ferry.PDF



JCT: Journal of Curriculum Theorizing is an interdisciplinary journal of curriculum studies. It offers an academic forum for scholarly discussions of curriculum. Historically aligned with the "reconceptualist" movement in curriculum theorizing, and oriented toward informing and affecting classroom practice, JCT presents compelling pieces within forms that challenge disciplinary, genre, and textual boundaries.

The journal is published by the Foundation for Curriculum Theory and is associated with the Bergamo Conference on Curriculum Theory and Classroom Practice, held in the autumn of each year. JCT is indexed in The Education Index.

NOTICE: As of December 2008, the Journal of Curriculum Theorizing (Volume 24, Issue 1) and all future issues
are available freely and exclusively online to all individuals and institutions. More Information...

Contributors to the Journal of Curriculum Theorizing retain copyright to their work.

All other content: Copyright © Foundation for Curriculum Theory. All rights reserved.

ISSN: 1942-2563