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Making Space for Unsanctioned Texts: Teachers and Students Collaborate to Trans*form Writing Assignments

  • Michael Wenk
Chapter
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Part of the Queer Studies and Education book series (QSTED)

Abstract

Wenk describes how a team of two high school teachers and seven students collaboratively constructed writing assignments that promoted visibility, critique, and affirmation of discourses that affect queer youth. Student participants advocated for choice when writing is assigned, so that youth have options to explore queer issues and identities. Student participants also suggested that choice must be accompanied by teacher modeling, which communicates to students that exploring gender is safe. Unsanctioned texts, such as blogs, films, and queer YA literature, were positioned as the best way to inspire written work addressing queer discourses. Involving students in designing curricula is rare, but this chapter demonstrates how it makes eminent sense.

Keywords

Queer Issues Student Participants Curriculum Design Team Queer Students Queer Identity 
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.

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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.

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Authors and Affiliations

  • Michael Wenk
    • 1
  1. 1.Dunstan Middle SchoolLakewoodUSA

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