Abstract

Abstract

While recent literature has highlighted the importance of inclusion of lesbian, gay, bisexual, and transgender, and queer (LGBTQ) topics in the composition courses (Alexander and Wallace, 2009; Furrow, 2012), few have outlined how to include these topics.  The purpose of this article is to detail how the inclusion of LGBTQ students and topics was achieved in a freshman first-year writing course using a critical place-based curriculum.  While most place-based curriculum do not take into account LGBTQ students’ unique lived experiences on a college campus, this article details how conversations and assignments were altered to take into consideration issues of power and privilege on campus.  Implications suggest the need for use critical pedagogical practices in the composition classroom. 

Keywords: Critical Place Based Pedagogy, LGBTQ, Composition

How to Cite:

Jaekel, K. S., (2017) “Engaging in Inclusion: Cultivating LGBTQ Students’ Sense of Belonging through a Critical Place-Based Curriculum”, International Journal of Critical Pedagogy 8(1).