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By sj Miller

This booklet attracts upon a queer literacy framework to map out examples for instructing literacy throughout pre-K-12 education. thus far, there are not any complete Pre-K-12 texts for literacy instructor educators and theorists to exploit to teach winning versions of the way training lecture room academics confirm differential (a)gender bodied realities throughout curriculum and education practices. This ebook goals to spotlight how those enactments might be made with ease wide awake to academics as a reminder that gender normativity has validated violent and volatile social and academic climates for the millennial iteration of lesbian, homosexual, bisexual, transgender, intersex, (a)gender/(a)sexual, gender inventive, and wondering formative years.

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Additional info for Teaching, Affirming, and Recognizing Trans and Gender Creative Youth: A Queer Literacy Framework

Sample text

Ask them for examples in society where gender seems fluid and non-descript. Ask for examples where people seem agender or gender flexible. Ask students what makes gender matter? Ask, what happens to people who are gender flexible or who seem to behave in a gender that is different than their assigned sex. Ask students how gender and sex are different. Ask students to consider why and which authors try to reinforce binary gender behaviors and performances. If so, which authors have they observed enacting this?

Because social norms, and in this case binary gender norms, have great structural power in shaping the lived realities of people as they come to identify with a set of social conventions from birth (Miller 2012), when they are fixed and rigid, people are made vulnerable to internalized and external oppressions that can destroy self-love, acceptance, and internal safety. Therefore, the QLF as tool for legitimization affirms all forms of (a)gender. A QLF matters because it positions teachers as agentive, who, through their teaching, can affect and influence adolescence/ts to not only expand gender norms but to also potentially influence changes in school policy en route.

Australian Journal of Early Childhood, 30(2), 19–28. , & Ferfolja, T. (2001a). ’ Dealing with lesbian and gay issues in teacher education. British Journal of Sociology of Education, 22(1), 121–133. , & Ferfolja, T. (2001b). A reflection of resistance. Discourses of heterosexism and homophobia in teacher training classrooms. Journal of Gay & Lesbian Social Services, 14(2), 55–64. , & Hermann-Wilmarth, J. (2013). Already on the shelf; Queer readings of award-winning children’s literature. Journal of Literacy Research, 45(2), 142–172.

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