Teaching, Affirming, and Recognizing Trans and Gender Creative Youth

A Queer Literacy Framework

  • sj Miller

Part of the Queer Studies and Education book series (QSTED)

Table of contents

  1. Front Matter
    Pages i-xxi
  2. Ashley Lauren Sullivan, A. L. Sullivan
    Pages 63-80
  3. Stephanie Anne Shelton, Aryah O’Tiss S. Lester
    Pages 143-161
  4. Paul Chamness Miller, Hidehiro Endo
    Pages 163-183
  5. Judith A. Hayn, Karina R. Clemmons, Heather A. Olvey
    Pages 231-248
  6. Back Matter
    Pages 299-323

About this book

Introduction

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. 

Keywords

queering schools queer literacy framework anti-bullying social justice teaching gender and/or sexuality gender creative youth transgender affirming youth identities

Editors and affiliations

  • sj Miller
    • 1
  1. 1.School of Education- Curriculum and InstUniversity of Colorado Boulder School of Education- Curriculum and InstBoulderUSA

Bibliographic information

  • DOI https://doi.org/10.1057/978-1-137-56766-6
  • Copyright Information The Editor(s) (if applicable) and The Author(s) 2016
  • Publisher Name Palgrave Macmillan, London
  • eBook Packages Education
  • Print ISBN 978-1-137-56765-9
  • Online ISBN 978-1-137-56766-6
  • About this book