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In this Dialogues we are highlighting educators, community members, and researchers whose work focuses on advocacy for lesbian, gay, bisexual, transgender, and queer or questioning (LGBTQ+) students in educational institutions. Despite greater visibility, more legal protections, and seemingly greater support for LGBTQ+ individuals, LGBTQ+ students in K-12 schools still face hostile school environments with little to no representation in school curricula. The Gay, Lesbian and Straight Education Network’s most recent school climate report found that over half the LGBTQ+, or queer, students surveyed reported facing regular bullying and harassment. Additionally, trans and gender nonconforming students, and transgender people in the United States at large, face threats to their rights under the Trump presidency.  As we stated in our first issue, our aim is “to create a new journal for two primary reasons: to challenge the idea of what counts as scholarship in education, and to create a structured space that allowed multiple, diverse voices about pressing contemporary issues to be heard” (Mommandi, 2018, p. 45). We are committed to affirming the humanity of all people, and especially people who have been marginalized in our society.

Sam Long, a high school biology teacher, writes about the exclusion of transgender topics and students in biology classrooms. He provides a framework for a gender-inclusive biology curriculum and how that curriculum can positively affect gender-diverse students. // Sam Long, un profesor de preparatoria de biología, escribe acerca de la exclusión de temas transgénero y estudiantes en salones de biología. El provee un marco curricular de biología inclusiva en base a los géneros y explica cómo ese currículo puede tener un efecto positivo en estudiantes con diversas identidades de género.

Suraj Uttamchandani and colleagues describe the difference between allyship and advocacy for LGBTQ+ youth by focusing on the expertise of LGBTQ+ youth. They provide five important and practical ways educators can improve school climate for LGBTQ+ youth. // Suraj Uttamchandani y sus colegas describen la diferencia entre ser un aliado y abogar por los jóvenes LGBTQ+ al enfocarse en los conocimientos de los jóvenes LGBTQ+. Ellos proveen cinco maneras prácticas e importantes que los educadores pueden utilizar para mejorar el ambiente escolar para los jóvenes LGBTQ+.

June Gothberg and colleagues point out that research often focuses on school-related issues for LGBTQ students or students with disabilities, but rarely focuses on LGBTQ students with disabilities. They discuss how evidence-based promising practices (EBPPs) can help these students. // June Gothberg y sus colegas señalan que las investigaciones de estudiantes LGBTQ o estudiantes con discapacidades frecuentemente se enfocan en cuestiones relacionadas con la escuela, pero rara vez se enfocan en estudiantes LGBTQ con discapacidades. Ellos mencionan cómo “evidence-based promising practices” (EBPPs) pueden ayudar a estos estudiantes.

Amanda Cherry, a middle school language arts teacher, writes about her goals and strategies for creating an LGBTQ-inclusive classroom. Her experiences and suggestions provide educators with a clear vision for supporting LGBTQ students. // Amanda Cherry, una profesora de secundaria de artes de lenguaje, escribe acerca de sus metas y estrategias con el fin de crear un salón inclusivo de LGBTQ. Sus experiencias y sugerencias les provee a los educadores una visión clara para apoyar a estudiantes LGBTQ.

Through narrative and imagery, Ethan Trinh describes how uplifting marginalized queer voices can have a positive impact on queer students. Trinh encourages readers to embrace queer students of color to support and affirm them in school and academia. // Por medio de la narración y las imágenes, Ethan Trinh describe cómo exaltando las voces queer marginadas puede tener un impacto positivo en los estudiantes queer. Trinh anima a los lectores a acoger estudiantes queer de color para apoyarlos y reafirmarlos en la escuela y la academia.

Krishna Pattisapu affirms the need for intentionally closed spaces for LGBTQ youth of color to be able to process shared experiences with racism so that they can enter intersectional alliances feeling healed and more energized.// Krishna Pattisapu afirma la necesidad de intencionalmente proveer espacios cerrados para los jóvenes LGBTQ de color para que puedan procesar sus vivencias compartidas con el racismo y así poder entrar en alianzas intersectoriales sintiéndose sanados y con más energía.

  PDF �鶹ӰԺ a year ago, during early brainstorming sessions, the founding members of the editorial board agreed that our aim was to create a new journal for two primary reasons: to challenge the idea of what counts as

Ameena Ghaffar-Kucher and Thea Abu El-Haj explore issues of citizenship particularly as it relates to Muslims in the United States. They explain how hate crimes and discrimination on Muslims have developed and offer examples of how educators and activists are responding to Islamophobia.
// Ameena Ghaffar-Kucher y Thea Abu El-Haj exploran asuntos acerca de la ciudadanía, especialmente aquellos relacionados a los musulmanes en Estados Unidos. Ellas explican como se han desarrollado crímenes de odio y discriminación en contra de los musulmanes y ofrecen ejemplos de cómo educadores/as y activistas están respondiendo a la islamophobia.

Astrid Sambolín Morales and Molly Hamm-Rodríguez write about the effects of Hurricane María on Puerto Rican students in Florida. Their research shows that formal citizenship does not lead to rights nor a sense of belonging for Puerto Ricans who moved to the mainland as a cause of the hurricane.
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Astrid Sambolín Morales y Molly Hamm-Rodríguez escriben sobre los efectos del huracán María para los estudiantes puertorriqueños en la Florida. Su investigación muestra que una ciudadanía formal no otorga derechos ni resulta en un sentido de pertenencia para los puertorriqueños que se han mudado a los Estados Unidos tras el paso del huracán.