Advertisement

Exploring Gender Through Ash in the Secondary English Classroom

  • Paula Greathouse
Chapter
  • 662 Downloads
Part of the Queer Studies and Education book series (QSTED)

Abstract

Greathouse offers secondary English teachers a thematic unit that employs literature as a pedagogical tool for teaching and discussing gender and identity in a 10th grade high school classroom. Focusing on the tale of Cinderella across time periods and cultures, the chapter draws on texts as both revision and evolution by exploring and dialoging with youth about trans* and gender creative identities and gender expressions. Through the exploration of beliefs and values about gender expectations, gender norms, and those that express gender outside the cisnormative, Greathouse shows how students can gain insight into their own and others’ beings.

Keywords

Gender Creative Gender Expression Gender Expectations Cinderella Secondary English Language Arts (SELA) 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

References

  1. Allen, J. (1995). It’s never too late: Leading adolescents to life long literacy. Portsmouth: Heinemann.Google Scholar
  2. Alor, J. H., & McCathren, R. B. (2003). Developing emergent literacy skills through storybook reading. Intervention in School and Clinic, 39(2), 72–79.CrossRefGoogle Scholar
  3. Blackburn, M., & Buckley, J. (2005). Teaching queer-inclusive English language arts. Journal of Adolescent and Adult Literacy, 49(3), 202–212.CrossRefGoogle Scholar
  4. Clark, C. (2010). Preparing LGBTQ-allies and combating homophobia in a U.S. teacher education program. Teaching and Teacher Education, 26(3), 704–713.CrossRefGoogle Scholar
  5. Climo, S. (1996). The Irish Cinderlad. New York: Harper Collins.Google Scholar
  6. Crisp, T., & Knezek, S. (2010). Challenging texts: “Just don’t see myself here”: Challenging conversations about LGBTQ adolescent literature. English Journal, 99(3), 76–79.Google Scholar
  7. DePaola, T. (2004). Adelita. London: Puffin Books.Google Scholar
  8. Ellis, S. (2009). Diversity and inclusivity at university: A survey of the experiences of lesbian, gay, bisexual, and trans (LBGT) students in the UK. Higher Education, 57(6), 723–739.CrossRefGoogle Scholar
  9. Hochschild, A. (1983). The managed heart: Commercialization of human feeling. Berkeley: University of California Press.Google Scholar
  10. Huffaker, D. A., & Calvert, S. L. (2005). Gender, identity, and language use in teenage blogs. Journal of Computer-Mediated Communication, 10(2), 1–26.Google Scholar
  11. Lo, M. (2010). Ash. Boston: Little, Brown and Company.Google Scholar
  12. Louie, A. (1996). Yeh-Shen: A Cinderella story from China. London: Puffin Books.Google Scholar
  13. Miller, s. & Gilligan, J. (2014). Heteronormative harassment: Queer bullying and gender non-conforming students. In D. Carlson and E. Meyer (Eds.), Handbook of gender and sexualities in education (pp. 217–229). New York: Peter Lang.Google Scholar
  14. Martin, R. (1998). The rough face girl. London: Puffin Books.Google Scholar
  15. Miller, s. (2015). A queer literacy framework promoting (a)gender and (a)sexuality self-determination and justice. English Journal, 104(5), 37–44.Google Scholar
  16. Miller, s. (2016). Teaching, affirming, and recognizing trans and gender creative youth: A queer literacy framework. New York: Palgrave Macmillan.Google Scholar
  17. Mitchell, M. (2002). Joe Cinders. New York: Henry Holt and Company.Google Scholar
  18. National Governors Association Center for Best Practices & Council of Chief State School Officers. (2010). Common core state standards for English language arts and literacy in history/social studies, science, and technical subjects. Washington, DC: Authors.Google Scholar
  19. Perrault, C. (1697). The little glass slipper. Retrieved from http://www.pitt.edu/~dash/perrault06.html
  20. Ressler, P., & Chase, B. (2009). Sexual identity and gender variance: Meeting the educational challenges. The English Journal, 98, 15–22.Google Scholar
  21. Rogers, C. (1961). On becoming a person. Boston: Houghton Mifflin.Google Scholar
  22. Schein, B. (2008). If Holden Caulfield were in my classroom: Inspiring love, creativity, and intelligence in middle school kids. Boulder: Sentient Publications.Google Scholar
  23. Steptoe, J. (2008). Mufaro’s beautiful daughters: An African tale. London: Puffin Books.Google Scholar

Copyright information

© The Author(s) 2016

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 2.5 International License (http://creativecommons.org/licenses/by-nc/2.5/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

The images or other third party material in this chapter are included in the chapter's Creative Commons license, unless indicated otherwise in a credit line to the material. If material is not included in the chapter's Creative Commons license and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder.

Authors and Affiliations

  • Paula Greathouse
    • 1
  1. 1.Tennessee Technological UniversityCookevilleUSA

Personalised recommendations