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By: (Edited by) Caroline T. Clark , (Edited by) Mollie V. Blackburn , (Edited by) Wayne J. Martino
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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.
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