Abstract
Lesbian, gay, bisexual, and transgender (LGBT) representations in theatre for young audiences are rare, so it is important to examine the components that make LGBT representation considered acceptable on the high school stage. This article examines the prevalence of The Laramie Project in high school theatres through the lens of multicultural education and explores which aspects of the play make it considered acceptable for high school audiences. This article looks at different aspects of multicultural education theory and argues that the victim narrative and lessons of tolerance rather than radical change make the play considered acceptable for school audiences.
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