Teaching Queer‐Inclusive English Language Arts

Abstract

The authors argue for teaching queer‐inclusive English language arts (ELA). They report on a study that surveyed high school personnel across the United States, revealing that very few people in charge of ELA curricula value such inclusion. In response to these findings, the authors offer “images of the possible” in which texts and methods that could be used in queer‐inclusive ELA curricula are suggested. They advocate for teaching ELA that represents diverse people, including those who are lesbian, gay, bisexual, transgendered, and questioning, in a range of positionalities, as both insiders and outsiders in various texts. Such a curriculum is one way for all high school students to experience themselves amid “otherness,” or to experience the “other” in their midst. It is the vehicle for, and the echo of, a varied and varying society—a thesis‐antithesis dialectic that eschews synthesis. In order to accomplish this, teachers must educate students to examine and experience the multiple and mutable constituents of identity and culture, of which sexuality is a critical, but hardly constant, constituent.

The Right Time and Place? Middle School Language Arts Teachers Talk about Not Talking about Sexual Orientation

“…The study found that the teachers tended to avoid issues related to sexual minorities, even when they were aware of the relevance of the topic to their students. This type of avoidance leads to classroom environments that are repressive and discriminatory toward LGBQ students and teaches heterosexual students to be intolerant and homophobic (Blackburn & Buckley, 2005;Khayatt, 1994). Because some of the teachers appeared to recognize the salience of LGBQ issues for the students, it is possible that relatively brief workshops might go a long way toward ameliorating the situation.…”

Discussing Princess Boys and Pregnant Men: Teaching About Gender Diversity and Transgender Experiences Within an Elementary School Curriculum

“…We understand that, for many elementary school teachers, discussing topics of nonnormative gender in their classrooms feels awkward, sensitive, or difficult at best-if not morally wrong, unnecessary, or impossible (Blackburn & Buckley, 2005;Rands, 2009;Williams, 2002). As teachers and scholars who live gender in generally normative ways ourselves (sometimes called cisgender), we know it can be tempting to avoid those moments that challenge us and remind us we don't have all the answers, so as to enjoy the privilege our normative gender identities entail.…”

A Queer Critical Media Literacies Framework in a Digital Age

“…Although we have suggested a queer critical approach to reading texts by critically analyzing the intersections of identity, including gender and sexuality, consideration of LGBTQ+‐inclusive texts is similarly important. Queer‐inclusive literature provides an opportunity for students to see themselves in stories (Blackburn & Buckley, ). Digital media sources such as video games, film trailers, blogs, and videos provide new ways to extend the limited selection of LGBTQ+ literature, which currently excludes less clearly defined sexualities, such as bisexual and transgender identities (DePalma, ).…”