Intergenerational Queer Method(ologie)s: Dialogues in Literacy Research

Abstract

Comprised of seven intergenerational dialogues, this article brings together emerging and established scholars to query into the future of queer literacy research. Addressing generational shifts in queer method(ologie)s, these dialogues advance epistemological, ontological, and ethical research quandaries related to queer and trans studies today. Holding implications for literacy research broadly, this article presents queer futurity as a research approach for addressing some of our field's most pressing concerns.

“Gender is like an ocean”: Exploring the intersections of queer literacy research and teaching through filmmaking

“…Our collaborations with students and teachers, including the filmmaking process, braided together practitioner research (Cochran‐Smith & Lytle, 2009), queer method(ologies) (Coleman et al., 2022), participatory inquiry (Cammarota, 2011), and research‐creation (Manning & Massumi, 2014). Guided by what Cochran‐Smith and Lytle (2009) have called an “inquiry stance,” a disposition toward teaching, learning, and research that involves surfacing and exploring questions in practice, we approached filmmaking as constitutive of “both art practice and theoretical research” (Manning & Massumi, 2014, p. 89).…”

“…Our analysis is informed by scholars in queer and trans studies (Airton, 2013;Keenan, 2022;wallace skelton, 2022) and critical literacy educators (Enciso, 2011;Luke, 2018;Wargo, 2018) who have documented how youth build connections with and critical understandings of the texts and contexts they navigate. This includes the work of researchers who have explored approaches to queering research in literacy studies (Coleman et al, 2022). Blackburn's (2002Blackburn's ( , 2003 notion of queer critical literary performance, for example, helps us surface connections among power, gender identity, and material design.…”

Reimagining LRA in the Spirit of a Transcendent Approach to Literacy

“…For example, how do we take seriously the particularities of queer shame, Black and trans rage, and disabled joy, both within community-based literacy practices but also beyond any singular group or identity? My own scholarship centers queer and trans epistemologies (Coleman et al, 2022) and, particularly, the role of affect and feeling in understanding normative structures that undergird acts of literacy. For me, such work is interwoven with and inseparable from decolonial, critical race conscious, and disabilities justice work within the field.…”