Abstract
How do students who do not identify as gay interrupt the institutionalized silence pervading the issue of heterosexism in public schools? Drawing on data from practitioner research conducted with high school students, I illustrate one such journey where students with situated privilege chose to challenge heterosexism. Analysis of field notes, interviews, and students' journals illuminates how using a critical multicultural pedagogy and critical literacy strategies can help to interrupt institutionalized silence, deepen students' awareness of the power of language and support their development as allies, as well some of the challenges involved in such work.
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