This paper retrospectively examines a collection of lesbian, gay, bisexual and trans* (LGBT)-themed books discussed by lesbian, gay, bisexual, trans*, queer, and questioning (LGBTQQ) and ally students and teachers across 3 years of an out-of-school reading group. Through a textual content analysis of a sub-set of these books, we examine what queer literature looks like, identifying qualities it shares, and considering particular resources and possibilities it offers readers that are distinct from the broader category of LGBT-themed literature.
The work of anti-bias educators is becoming increasingly important across educational landscapes in the United States. While this work is well-documented within K–12 schools, less known are the efforts of educators working on the front lines of the anti-bias educational agenda within out-of-school time (OST) programs. In an effort to explore how this work happens in OST programs, we partnered with Read, a summer literacy program serving children in grades K–8. Through an engaged research framework, we asked what factors mediated their delivery of an anti-bias education in the Read program. Two significant findings emerged. First, White parents and caregivers in rural settings were a significant force shaping curricular decisions. Second, conceptualizations of childhood influenced teaching and learning. We offer implications for practice and research and conclude by discussing future directions of anti-bias education in these sites of teaching and learning.
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