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

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sj Miller
Springer, 2016 M06 21 - 323 páginas

Winner of the 2018 Outstanding Book by the Michigan Council Teachers of English

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.
 

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Contenido

Introduction The Role of Recognition
1
Why a Queer Literacy Framework Matters Models for Sustaining AGender SelfDetermination and Justice in Todays Schooling Practices
25
Teaching Our Teachers Trans and Gender Education in Teacher Preparation and Professional Development
46
Kindergartners Studying Trans Issues Through I Am Jazz
63
Beyond This or That Challenging the Limits of Binary Language in Elementary Education Through Poetry Word Art and Creative Bookmaking
81
The Teacher as a Text Uncentering Normative Gender Identities in the Secondary English Language Arts Classroom
107
The T in LGBT Disrupting Gender Normative School Culture Through Young Adult Literature
120
Risks and Resiliency Trans Students in the Rural South
143
Trans Young Adult Literature for Secondary English Classrooms Authors Speak Out
231
Puncturing the Silence Teaching The Laramie Project in the Secondary English Classroom
249
Making Space for Unsanctioned Texts Teachers and Students Collaborate to Transform Writing Assignments
263
Using Queer Pedagogy and Theory to Teach Shakespeares Twelfth Night
282
The Nonconclusion Transing Education into the FutureThis Cannot Wait
293
Teaching Affirming and Recognizing Trans and Gender Creative Youth
298
Teaching Affirming and Recognizing Trans and Gender Creative Youth
299
Defining a Common Queer Language
300

Introducing Agender into ForeignSecond Language Education
162
Exploring Gender Through Ash in the Secondary English Classroom
185
Transitional Memoirs Reading Using a Queer Cultural Capital Model
198
Notes on Contributors
311
Index
319
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sj Miller is Associate Professor of Literacy at the University of Colorado, Boulder, USA and Affiliate Faculty for the University of Colorado’s Center for the Study and Prevention of Violence , LGBTQ Studies, Culture, Language and Social Practice , and Women and Gender Studies. Miller’s research is framed around social justice, which cuts across theory, epistemology, and pedagogy and links across socio-spatial justice, Urban Education, preservice and inservice secondary language arts teacher dispositions, and marginalized/undervalued student literacies and identities.


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