“Oh no she better don’t!” How an indirect interaction model of LGBTIQ+ narrative exploration can promote confidence in the classroom.
Abstract
Narratives, as one of the oldest cultural and didactic traditions known to humankind, trace back across numerous civilizations, societies, and histories. At educational institutions, narratives are interdisciplinary and allow for an interactive, cross-competence study of school subjects. However, direct instruction-based methodologies tend to limit student interaction with narrative-based learning. In response to this problem, Turkish professors Gurses, Dogar and Gunes (2015) established a direct constructivist learning model that changed two-dimensional direct instruction to a three-dimensional model. In this chapter proposal, we contend that a direct model is insufficient to create LGBTIQ+ inclusiveness; so, we propose an indirect interaction model for narratives in multidisciplinary fields by making use of the figure of an avatar as developed in game studies. We then offer several practical applications of the indirect-interaction-based model to inclusive narratives, and we conclude by emphasizing the game-like nature of a narrative-based inclusive classroom design.
