Stepping into Barnes and Noble, I was immediately drawn to the “Read with Pride” display in the Young Adult section. As I held new books in my hands, memories flooded back to my high school days, a time devoid of smartphones and social media. In those days, I would cautiously navigate to the gay and lesbian section at my local bookstore, seeking validation and visibility through the books I carefully selected.
Titles like “Giovanni’s Room,” “Zami: A New Spelling of My Name,” and “At Swim, Two Boys” were pivotal in shaping my queer perspective, prompting me to delve deeper into my identity and aspirations.
Reflecting on those days, I realize that seeking solace in curated literature was perhaps the boldest and most authentic act of self-discovery I could have undertaken at the time. Unfortunately, the readings provided in school at that time hindered my understanding of my burgeoning queer identity and limited my exposure to diverse narratives that could have resonated with my own experiences.
Rudine Sims Bishop’s concept of “Mirrors, Windows, and Sliding-Glass Doors” strikes a chord with me, particularly in today’s climate of increased book censorship and curriculum objections. Her notion of literature serving as mirrors that reflect readers’ identities and experiences back to them underscores the vital role that educators play in nurturing inclusive and affirming learning environments for all students.
Creating Mirrors and Windows in the Classroom
In my English classroom, I am committed to providing texts that act as both mirrors and windows for my students, enabling them to connect with the narratives we explore while gaining insights into diverse perspectives. Drawing inspiration from educators like Tricia Ebarvia and Lorena Germán, I have developed a curriculum that prioritizes inclusivity and critical engagement with literature.
One of the key aspects of my program is a reflective survey where students share their past English experiences and highlight any perceived gaps. By posing questions such as “Who writes the stories?” and “Who benefits from the stories?” I encourage students to critically assess the diversity and representation in their reading material.
Student feedback consistently reveals a desire for more inclusive reading materials, particularly those that feature LGBTQ+ voices and stories. In response, I curate personalized reading lists aligned with their interests and experiences, empowering students to take ownership of their learning journey.
Throughout the course, we explore how mirrors and windows manifest in the texts we study, prompting rich discussions and profound insights. By the end of the year, students emerge as critical thinkers and empathetic individuals, equipped to navigate complex social and cultural landscapes.
As a culminating project, students design units of study that address gaps in representation and offer new perspectives to future cohorts. This collaborative approach not only fosters a sense of agency but also contributes to a more inclusive and diverse literary curriculum.
Affirming Identities Through Literature
By offering a range of mirrors and windows in the classroom, educators can validate students’ identities and promote a more inclusive learning environment. My journey from a tentative bookstore visitor to an advocate for diverse literature underscores the transformative power of culturally responsive teaching.
As teachers, it is imperative that we recognize and celebrate the full humanity of our students through literature that reflects their lived experiences. By embracing diverse narratives, we empower students to embrace their authentic selves and envision a future rooted in acceptance and understanding.
