Queering K-12 Classrooms Through Literature Discussion and Dialogue

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Author(s): Winn Crenshaw Wheeler (Bellarmine University, USA), Patrick Englert (Bellarmine University, USA)and Elizabeth G. Dinkins (Bellarmine University, USA)
Copyright: 2021
Pages: 22
Source title: Handbook of Research on Teaching Diverse Youth Literature to Pre-Service Professionals
Source Author(s)/Editor(s): Danielle E. Hartsfield (University of North Georgia, USA)
DOI: 10.4018/978-1-7998-7375-4.ch010

Keywords: Education / Information Science Reference / K-12 Education / Teacher Education

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Abstract

Schools are heteronormative and gendernormative spaces that reinforce a narrow range of experiences and identities. Creating classroom spaces that empower LGBTQ+ identities is critical in supporting K-12 learners to become thoughtful and empathetic learners. LGBTQ+ students continue to experience bullying, stereotyping, discrimination, and marginalization. This chapter focuses on supporting pre-service teachers' understanding of how to queer classroom spaces through the integration of intersectional children's and YA literature that affirms LGBTQ+ identities and experiences. Bishop's framework of mirrors, windows, and sliding glass doors is used with the addition of prisms. The prism provides a critical action to expand the notion and expectation of normal through intersectional representation.

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Queering K-12 Classrooms Through Literature Discussion and Dialogue

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