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This book focuses on queering texts with lesbian, gay, bisexual,
and/or transgender (LGBT) themes in collaboration with students -
young to young adult - and their teachers - both pre- and in-
service. It strives to generate knowledge and deeper understandings
of the pedagogical implications for working with LGBT-themed texts
in classrooms across grade levels. The contributions in this book
offer explicit implications for pedagogical practice, considering
literature for children and young adults, and work in elementary
school, high school, and university classrooms and schools. They
give insights on exploring how queer and trans theories might
inform the teaching and learning of English language arts with
great respect to people who live their lives beyond hegemonic
heternormativity and cisnormativity. They provide wisdom on how to
provoke, foster, and navigate complicated conversations about
sexuality, queer desire, gender creativity, gender independence,
and trans inclusivity. In addition, they show how all of these are
informed by an epistemological and ontological understanding of
gender embodiment as a process of becoming. They offer insights
into how queer and trans theories, as informed and driven by trans,
non-binary and gender diverse scholars themselves, can move all of
us beyond LGBTQ-inclusivity and inform reading, discussing,
teaching, and learning in all of the classrooms and school contexts
where we live and work. This volume was originally published as a
special issue of Discourse: Studies in the Cultural Politics of
Education.
This book focuses on queering texts with lesbian, gay, bisexual,
and/or transgender (LGBT) themes in collaboration with students -
young to young adult - and their teachers - both pre- and in-
service. It strives to generate knowledge and deeper understandings
of the pedagogical implications for working with LGBT-themed texts
in classrooms across grade levels. The contributions in this book
offer explicit implications for pedagogical practice, considering
literature for children and young adults, and work in elementary
school, high school, and university classrooms and schools. They
give insights on exploring how queer and trans theories might
inform the teaching and learning of English language arts with
great respect to people who live their lives beyond hegemonic
heternormativity and cisnormativity. They provide wisdom on how to
provoke, foster, and navigate complicated conversations about
sexuality, queer desire, gender creativity, gender independence,
and trans inclusivity. In addition, they show how all of these are
informed by an epistemological and ontological understanding of
gender embodiment as a process of becoming. They offer insights
into how queer and trans theories, as informed and driven by trans,
non-binary and gender diverse scholars themselves, can move all of
us beyond LGBTQ-inclusivity and inform reading, discussing,
teaching, and learning in all of the classrooms and school contexts
where we live and work. This volume was originally published as a
special issue of Discourse: Studies in the Cultural Politics of
Education.
Stepping Up! offers inspiring suggestions for ways teachers and
teacher educators can stand up and speak out for students to create
welcoming classroom climates for LGBTQ and gender diverse youth.
Building from ten years of collaborative longitudinal inquiry,
including interviews with parents, students, teachers, and
administrators, the authors share stories from different
perspectives to support teachers with concrete examples of
advocacy. The authors show teachers how to 'step up' by working
with students, through and beyond curriculum, and by working with
families and administrators to improve school culture for LGBTQ and
gender diverse students. Additionally, they explore the potential
constraints involved in such social justice work, and share
strategies and resources for transforming schools to be more
queer-friendly.
Stepping Up! offers inspiring suggestions for ways teachers and
teacher educators can stand up and speak out for students to create
welcoming classroom climates for LGBTQ and gender diverse youth.
Building from ten years of collaborative longitudinal inquiry,
including interviews with parents, students, teachers, and
administrators, the authors share stories from different
perspectives to support teachers with concrete examples of
advocacy. The authors show teachers how to 'step up' by working
with students, through and beyond curriculum, and by working with
families and administrators to improve school culture for LGBTQ and
gender diverse students. Additionally, they explore the potential
constraints involved in such social justice work, and share
strategies and resources for transforming schools to be more
queer-friendly.
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