"I Accept All Students": Tolerance Discourse and LGBTQ Ally Work in U.S. Public Schools. Issue 3 (2nd October 2018)

• Record Type: Journal Article
• Authors: Smith, Melissa J.
• Is Part Of: Equity & excellence in education. Volume 51:Issue 3/4(2018)
• Page Start: 301
• Page End: 315
• Publication Date: 2018-10-02
• Subjects: Educational equalization -- United States -- Periodicals; Segregation in education -- United States -- Periodicals; 379.260973
• DOI: 10.1080/10665684.2019.1582376
• Languages: English
• ISSNs: 1066-5684

Abstract

Abstract: This article explores how tolerance discourse is being taken up by educators in interview data about the roles and responsibilities of LGBTQ allies. Participating teachers used the phrase "all students" as a mechanism to include LGBTQ students in their professional narratives without naming them and their particular needs. I argue that such tolerance-informed language and actions integrate LGBTQ ally intentions into teachers' professional obligations by calling on their responsibility to support and care for all students, but it does not necessarily invoke responsibility to confront policies and practices that contribute to LGBTQ students' exclusion.