Teaching, Affirming, and Recognizing Trans and Gender Creative Youth: A Queer Literacy Framework
323
Teaching, Affirming, and Recognizing Trans and Gender Creative Youth: A Queer Literacy Framework
323Paperback(1st ed. 2016)
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Overview
Choice magazine as an Outstanding Academic Title for 2018
Winner of the 2017 AERA Division K (Teaching and Teacher Education) Exemplary Research Award
This book draws upon a queer literacy framework to map out examples for teaching literacy across pre-K-12 schooling. To date, there are no comprehensive Pre-K-12 texts for literacy teacher educators and theorists to use to show successful models of how practicing classroom teachers affirm differential (a)gender bodied realities across curriculum and schooling practices. This book aims to highlight how these enactments can be made readily conscious to teachers as a reminder that gender normativity has established violent and unstable social and educational climates for the millennial generation of lesbian, gay, bisexual, transgender, intersex, (a)gender/(a)sexual, gender creative, and questioning youth.
Product Details
| ISBN-13: | 9781349929399 |
|---|---|
| Publisher: | Palgrave Macmillan US |
| Publication date: | 05/07/2019 |
| Series: | Queer Studies and Education |
| Edition description: | 1st ed. 2016 |
| Pages: | 323 |
| Sales rank: | 656,413 |
| Product dimensions: | 5.83(w) x 8.27(h) x (d) |
About the Author
Table of Contents
1. Introduction: The Role of Recognition.- 2. Why a Queer Literacy Framework Matters: Models for Sustaining (A)Gender Self-Determination and Justice in Today's Schooling Practices.- 3. Teaching Our Teachers: Trans* and Gender Education in Teacher Preparation and Professional Development.- 4. Kindergartners Studying Trans* Issues Through I Am Jazz.- 5. Beyond This or That: Challenging the Limits of Binary Language in Elementary Education Through Poetry, Word Art, and Creative Bookmarking.- 6. The Teacher as a Text: Un-centering Normative Gender Identities in the Secondary English Language Arts Classroom.- 7. The T* in LGBT*: Disrupting Gender Normative School Culture Through Young Adult Literature.- 8. Risks and Resiliency: Trans* Students in the Rural South.- 9. Introducing (A)gender into Foreign/Second Language Education.- 10. Exploring Gender Through Ash in the Secondary English Classroom.- 11. Transitional Memories: Reading Using a Queer Cultural Capital Model.- 12. Trans* Young Adult Literature for Secondary English Classrooms: Authors Speak Out.- 13. Puncturing the Silence: Teaching The Laramie Project in the Secondary English Classroom.- 14. Making Space for Unsanctioned Texts: Teachers and Students Collaborate to Trans*form Writing Assignments.- 15. Using Queer Pedagogy and Theory to Teach Shakespeare's Twelfth Night.- 16. The Nonconclusion: Trans*ing Education in the Future- This Cannot Wait.-What People are Saying About This
“The authors of this book have given us a precious gift. To be sure, this collection of well- researched essays offers literacy scholars approaches to problematize gender in the classroom. More important,
though, is that this book illustrates that many of us have a great deal to learn from the trans* community about teaching and learning and about our humanity. The exquisitely written chapters in this much needed, and timely book offer the best aspects of research that bridges the methodological and theoretical with the empirical and the personal. It is a remarkable and courageous achievement.” (David Lee Carlson, Associate
Professor, Mary Lou Fulton Teachers College, Arizona State University, USA)
“So many educators across K-12 and other educational contexts—including those designated as safe for and responsive to LGBTQ
youth—struggle to envision pedagogical strategies and spaces that meaningfully address trans* and gender creative youth’s lived experiences. sj Miller has carefully curated actual examples of how a Queer Literacy Framework can enable pedagogical encounters that disrupt gender normativity, empower trans* and gender creative youth, and generate transformative learning experiences for all students. After reading Miller’s edited collection,
educators will no longer be able to say that this important work cannot be done.” (Ed Brockenbrough, Associate Professor, Department of Teaching and
Curriculum, and Director, Urban Teaching and Leadership Program, University of
Rochester, USA)
“The field of education is in dire need of this collection,
and sj Miller is a trailblazer! The idea of a queer literacy framework that centers trans* and gender creative youth is breathtaking, needed, and confirms what queer educators know: when we talk about equitable classroom for all,
trans* and gender creative youth must not only be included but centered to speak truth to power about social justice. This collection breathes life and love into the spirit of social justice work and the creativity of these amazing youth.” (Bettina L. Love, Associate Professor, Department of Educational Theory and Practice, University of Georgia, USA)
“This collection is an invitation. It invites literacy and language teachers of secondary and elementary students into the work of making schools better places for trans* and gender creative youth. It does so by offering studies, lessons, unit plans, and a framework designed to bring to trans* and gender creative students what all students deserve: recognition,
respect, affirmation, kindness, and compassion. As such, this collection is an invitation that demands acceptance.” (Mollie V. Blackburn, Professor, School of
Teaching and Learning, College of Education and Human Ecology, Ohio State
University, USA)