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• W2610215037 abstract "Historiography: Building the Queer Literacy FrameworkGender and sexuality norms, conscribed under heteropatriarchy-a history we never made-have colonized and established unstable social and educational climates for the millennial generation of lesbian, gay, bisexual, trans*, intersex, agender/ asexual, gender creative, and questioning youth (LGBT*IAGCQM)(Miller). While many studies by GLSEN and their allies show that LGBT*IAGCQM students feel safer overall in schools than their LGBT*IAGCQ predecessors, due to shifts in national and state policies and amendments advocating for LGBT rights, state anti-bullying laws, increased numbers of Gay-Straight Alliances (GSAs), and a wider social acceptance of LGBT*IAGCQ people, schools still struggle to normalize the inclusion of a LGBT*IAGCQ-positive curricula (Kosciw et al.; GLSEN, States, Teaching). This work addresses, through a queer literacy framework (QLF), how teachers can support students to understand and (a)gender and (a)sexuality through a queer lens; how to rework social and classroom norms where bodies with differential realities in classrooms are legitimated and legible to self and other; how to shift classroom contexts for reading (a)gender and (a)sexuality; and how to support classroom students toward personal, educational, and social legitimacy through understanding the value of (a) gender and (a)sexuality self-determination and (a) gender and (a)sexuality justice.Adolescent culture today teaches us that some youth eschew gender and sexual labels. Faced with these realities, teachers are challenged to mediate literacy learning that affirms these differential realities in their classrooms. That said, how can teachers move beyond discussions relegated to only gender and sexuality and toward an understanding of a continuum that also includes the (a)gendered and (a)sexuality complexities students embody? How can we undo restrictively normative conceptions of sexual and gendered life, unhinging one from the other, and treat them as separate and distinct categories? Even more critical, how can we support preservice and inservice literacy teachers to develop and embody the knowledge, skills, and dispositions necessary to help all students learn (NCATE) while simultaneously supporting them to remain open to redefinition and renegotiation when they come up against social limits?For students to be self-determinedautonomous beings, they must be afforded favorable opportunities or have opportunities worth (Howe) from within favorable social contexts (Leonardi and Saenz 204). When we consider that gender and sexuality categories, which predate our existence, typically shape how we think inwardly about ourselves and others, classrooms that fail to affirm students' (a)gender and (a)sexual diversity contribute to students not wanting to connect or participate in learning. However, when favorable social conditions are present, students can experience an internal safety that has limitless possibility for students to be read or made legible both to themselves and others. Applying a QLF across literacy-focused classrooms, these questions, concerns, and conditions suggest that a reading of adolescence/ts that encourages (a)gender and (a)sexuality self-determination can pivot toward (a)gendered and (a)sexuality justice. As adolescents come to see their realities reflected, affirmed, and legible both through literacy practices in the classroom and society writ large, self-determination and, hence, a queer autonomy can be realized.Key Terms for the QLFQueer refers to a suspension of rigid gendered and sexual orientation categories (Jagose) and is underscored by attempts to interrogate and interrupt heteronormativity, reinforced by acknowledging diverse people across gender, sex, and desires, as well as to foreground the sexual (Blackburn and Clark). It embraces the freedom to move beyond, between, or even away from, yet even to later return to, myriad identity categories (Britzman). …" @default.
• W2610215037 created "2017-05-12" @default.
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• W2610215037 date "2015-05-01" @default.
• W2610215037 modified "2023-09-26" @default.
• W2610215037 title "A Queer Literacy Framework Promoting (A)Gender and (A)Sexuality Self-Determination and Justice" @default.
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