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Semin Speech Lang 2023; 44(02): 104-118
DOI: 10.1055/s-0043-1761947
Review Article

Teaching Queer Concepts to Graduate Students in Communication Sciences and Disorders: Culturally Responsive Pedagogy to Foster Affirmative Clinical Practice

Gregory C. Robinson
1   Department of Audiology and Speech-Language Pathology, University of Arkansas for Medical Sciences, Little Rock, Arkansas
,
Andrea Toliver-Smith
1   Department of Audiology and Speech-Language Pathology, University of Arkansas for Medical Sciences, Little Rock, Arkansas
,
Lorraine V. Stigar
1   Department of Audiology and Speech-Language Pathology, University of Arkansas for Medical Sciences, Little Rock, Arkansas
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Abstract

There is a growing body of literature informing pedagogical content and strategies of diversity, equity, and inclusion in the education of speech-language pathologists. However, little discussion has included content related to LGBTQ+ people, even though LGBTQ+ people exist across all racial/ethnic groups. This article seeks to fill that void and provide instructors of speech-language pathology with practical information to educate their graduate students. The discussion uses a critical epistemology and invokes theoretical models, such as Queer/Quare theory, DisCrit, the Minority Stress Model, the Ethics of Care, and Culturally Responsive Pedagogy. Information is organized according to developing graduate students' awareness, knowledge, and skills and challenges instructors to modify current course content to disrupt systemic oppression.

Keywords

queer theory - culturally responsive pedagogy - LGBTQ +  - transgender - speech-language pathology


Publication History

Article published online:
07 March 2023

© 2023. Thieme. All rights reserved.

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