Ryan Schey
Biographic Data
| ID | 757428 |
|---|---|
| NAME | Ryan Schey |
| GIVEN NAMES | Ryan |
| FAMILY NAME | Schey |
| SIGNATURE | SCHEY R |
| AFFILIATIONS | University of Georgia |
| ORCID | 0000-0002-1323-8523 |
| VERIFIED | Yes |
| TOTAL WORKS | 19 |
| TOTAL CITATIONS | 6 |
| WORKS AS AUTHOR | 19 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Queer Advocacy in Rural Southern Schools
Answering calls from recent literature reviews of scholarship at the juncture of rural education and queerness to move beyond deficit narratives and take up more complex theorizations of space and place, this article considers the complexities of K-12 teachers’ queer educational advocacy in relation to both rurality and region. Drawing from a two-year study that combined practitioner inquiry and ethnography, the article focuses on teachers in rur…
Composing Time in a Secondary U.S. Classroom
Drawing on a larger year-long ethnography at a public, urban, comprehensive high school in the Midwestern United States, this article describes the texts students composed in a co-taught sophomore (grade 10) humanities course combining social studies and English language arts. Bringing together sociocultural perspectives on literacy and composition with queer theorizations of time, I argue for the utility of attending not only to time’s multi dim…
Censorship as Placemaking
In recent years, there has been a dramatic increase in the number of book challenges in educational contexts in the United States. Books representing sexual and gender diversity have been particularly targeted, as have books by and about people of color. Further, many states restrict or censor curricula and discussions of sexual and gender diversity, as well as race, ethnicity, politics, and history. Inspired by previous scholarship on censorship…
The consequences of intimacy, oppression, and activism on gendered power relations in a high school LGBTQ +‐themed literature class
School‐based supports, such as LGBTQ+‐themed curriculum, invite opportunities for challenging oppression with respect to gender and its intersections with other identities such as sexuality and race. However, more understanding is needed regarding how literacy educators might leverage these opportunities. This article describes how intimacy, oppressive actions, and activism functioned in relation to one another in an LGBTQ+‐themed literature cour…
The child as epistemic figure
Thinking at the nexus of epistemic injustice, childhood studies, transgender studies, and gender and racial justice in literacy education, this article illustrates how curricular engagement with questions of age, gender, race, and power can simultaneously complicate and flatten knowledge about power relations. Drawing from a yearlong ethnography inquiring into how students and teachers read, wrote, and talked about gender and sexual diversity at …
Youth's Experiences of LGBTQ+-Inclusive Curriculum in a Secondary U.S. Classroom at the Intersections of Sexuality, Gender, Race, and Class
Previous scholarship about LGBTQ+ inclusive curriculum has tended to focus on teachers’ perspectives and drawn on binaries such as presence/absence. Extending past research, this article describes the experiences of youth, primarily but not exclusively LGBTQ+ youth, with LGBTQ+ inclusive curriculum with respect to intersecting identities and power relations, specifically, sexuality, gender, race, and class. Drawing from a yearlong ethnography at …
Queer(ing) and Trans(ing) Critical Media Literacies in Response to Anti-lgbtqia+ Legislation and Policies
The Queer Temporalities of (Im)Possible School Futures
Drawing on a yearlong ethnography I conducted at a public, urban, comprehensive high school in the midwestern United States, in this article I analyze a classroom instructional conversation about gender and trans identities in a sophomore humanities (grade 10) course that combined English language arts and social studies. In the conversation, youth constructed temporalities (i.e., relationships among pasts, presents, and futures) that were out of…
Is he gay? That’s like, all I want to know”
Part of a larger yearlong ethnography at a comprehensive, public high school in a Midwestern city in the United States, this article explores a telling case from a bookclub that was part of the school’s Genders and Sexualities Alliance. Approaching curriculum as a question of what knowledges are valued in education, in this article I describe the layers of epistemic practices that youth in the bookclub co-constructed and the consequences of these…
Literacy (Dis)Orientations in a Secondary Classroom
Drawing from a yearlong literacy ethnography conducted at a high school in a Midwestern U.S. city, this article extends queer literacies and queer pedagogies scholarship by exploring the frictions and resonances between strategies of inclusion and queering. While inclusion strategies emphasize using expanded representations of sexuality and gender, such as of LGBTQ+ life, queering approaches often trouble inclusion through, for instance, question…
Queer Compositions in a U.S. Secondary Classroom
In recent decades, there has been an increase in literacy education research attending to curriculum inclusive of sexual and gender diversity in secondary classrooms. Although valuable, most of this research has focused on the ideational and representational qualities of curriculum and thus has overlooked the significance of composition and genre. Seeking to add this scholarship, I focused on youth choosing to write about queer topics for composi…
Fostering Youth’s Queer Activism in Secondary Classrooms
Previous research has revealed that U.S. schools are hostile and unsafe for queer youth, yet school‐based supports, such as LGBTQ‐inclusive curriculum, are associated with more welcoming schools. Studies focusing on inclusive curriculum have implicitly characterized this curriculum didactically, in other words, as a direct intervention into the homophobia, transphobia, and ignorance of straight, cisgender students. Drawing on a yearlong literacy …
A queer youth's challenges to normativities of time, space, and queerness
Previous scholarship on queer youth in small town and rural educational contexts has primarily documented educators’ perspectives and experiences of youth victimization. Drawing from a broader, interview-based teacher inquiry project, I extend this research by considering a queer youth’s voice and agency. Using queer theorizations of time and space, I examine the telling case of Sylvia, a queer young woman in a semi-rural, small Midwestern US tow…
Youths’ Literacy Disidentifications in a Secondary Classroom
Background Recent decades have seen an increased number of literacy education researchers attending to LGBTQ people and texts in secondary schools, frequently documenting tensions that emerge, such as conflict. However, this research tends to be limited in scope with respect to time, texts, and identities. Moreover, it shows that students tend to face challenges and constraints when attempting to challenge homophobia and transphobia. Focus of Stu…
Thank You to Guest Reviewers
Queer Ruptures of Normative Literacy Practices
Preview this article: Queer Ruptures of Normative Literacy Practices: Toward Visualizing, Hypothesizing, and Empathizing, Page 1 of 1 /docserver/preview/fulltext/rte/54/1/researchintheteachingofenglish30241-1.gif
Anthropology of Education, Anthropology in Education, and Anthropology for Education
The intersection of anthropology and education has an intellectual history that can be traced back to the socialization studies of early anthropologists. The evolution of the field can be viewed through three heuristics. Anthropology of education refers to theory building in anthropology; anthropology in education refers to theory building in education; and anthropology for education refers to the enactment of educational change
Critical concepts in queer studies and education
In the 2016 volume Critical concepts in queer studies and education: An international guide for the twenty-first century, the editors Rodriguez, Martino, Ingrey, and Brockenbrough offer insights in
The power of multiple voices
Queer Compositions in a U.S. Secondary Classroom
In recent decades, there has been an increase in literacy education research attending to curriculum inclusive of sexual and gender diversity in secondary classrooms. Although valuable, most of this research has focused on the ideational and representational qualities of curriculum and thus has overlooked the significance of composition and genre. Seeking to add this scholarship, I focused on youth choosing to write about queer topics for composi…
Literacy (Dis)Orientations in a Secondary Classroom
Drawing from a yearlong literacy ethnography conducted at a high school in a Midwestern U.S. city, this article extends queer literacies and queer pedagogies scholarship by exploring the frictions and resonances between strategies of inclusion and queering. While inclusion strategies emphasize using expanded representations of sexuality and gender, such as of LGBTQ+ life, queering approaches often trouble inclusion through, for instance, question…
A queer youth's challenges to normativities of time, space, and queerness
Previous scholarship on queer youth in small town and rural educational contexts has primarily documented educators’ perspectives and experiences of youth victimization. Drawing from a broader, interview-based teacher inquiry project, I extend this research by considering a queer youth’s voice and agency. Using queer theorizations of time and space, I examine the telling case of Sylvia, a queer young woman in a semi-rural, small Midwestern US tow…
The power of multiple voices
Critical concepts in queer studies and education
In the 2016 volume Critical concepts in queer studies and education: An international guide for the twenty-first century, the editors Rodriguez, Martino, Ingrey, and Brockenbrough offer insights in
Anthropology of Education, Anthropology in Education, and Anthropology for Education
The intersection of anthropology and education has an intellectual history that can be traced back to the socialization studies of early anthropologists. The evolution of the field can be viewed through three heuristics. Anthropology of education refers to theory building in anthropology; anthropology in education refers to theory building in education; and anthropology for education refers to the enactment of educational change
Thank You to Guest Reviewers
Queer Ruptures of Normative Literacy Practices
Preview this article: Queer Ruptures of Normative Literacy Practices: Toward Visualizing, Hypothesizing, and Empathizing, Page 1 of 1 /docserver/preview/fulltext/rte/54/1/researchintheteachingofenglish30241-1.gif
Youths’ Literacy Disidentifications in a Secondary Classroom
Background Recent decades have seen an increased number of literacy education researchers attending to LGBTQ people and texts in secondary schools, frequently documenting tensions that emerge, such as conflict. However, this research tends to be limited in scope with respect to time, texts, and identities. Moreover, it shows that students tend to face challenges and constraints when attempting to challenge homophobia and transphobia. Focus of Stu…
Fostering Youth’s Queer Activism in Secondary Classrooms
Previous research has revealed that U.S. schools are hostile and unsafe for queer youth, yet school‐based supports, such as LGBTQ‐inclusive curriculum, are associated with more welcoming schools. Studies focusing on inclusive curriculum have implicitly characterized this curriculum didactically, in other words, as a direct intervention into the homophobia, transphobia, and ignorance of straight, cisgender students. Drawing on a yearlong literacy …
A queer youth's challenges to normativities of time, space, and queerness
Previous scholarship on queer youth in small town and rural educational contexts has primarily documented educators’ perspectives and experiences of youth victimization. Drawing from a broader, interview-based teacher inquiry project, I extend this research by considering a queer youth’s voice and agency. Using queer theorizations of time and space, I examine the telling case of Sylvia, a queer young woman in a semi-rural, small Midwestern US tow…
Queer Compositions in a U.S. Secondary Classroom
In recent decades, there has been an increase in literacy education research attending to curriculum inclusive of sexual and gender diversity in secondary classrooms. Although valuable, most of this research has focused on the ideational and representational qualities of curriculum and thus has overlooked the significance of composition and genre. Seeking to add this scholarship, I focused on youth choosing to write about queer topics for composi…
Youth's Experiences of LGBTQ+-Inclusive Curriculum in a Secondary U.S. Classroom at the Intersections of Sexuality, Gender, Race, and Class
Previous scholarship about LGBTQ+ inclusive curriculum has tended to focus on teachers’ perspectives and drawn on binaries such as presence/absence. Extending past research, this article describes the experiences of youth, primarily but not exclusively LGBTQ+ youth, with LGBTQ+ inclusive curriculum with respect to intersecting identities and power relations, specifically, sexuality, gender, race, and class. Drawing from a yearlong ethnography at …
Queer(ing) and Trans(ing) Critical Media Literacies in Response to Anti-lgbtqia+ Legislation and Policies
The Queer Temporalities of (Im)Possible School Futures
Drawing on a yearlong ethnography I conducted at a public, urban, comprehensive high school in the midwestern United States, in this article I analyze a classroom instructional conversation about gender and trans identities in a sophomore humanities (grade 10) course that combined English language arts and social studies. In the conversation, youth constructed temporalities (i.e., relationships among pasts, presents, and futures) that were out of…
Is he gay? That’s like, all I want to know”
Part of a larger yearlong ethnography at a comprehensive, public high school in a Midwestern city in the United States, this article explores a telling case from a bookclub that was part of the school’s Genders and Sexualities Alliance. Approaching curriculum as a question of what knowledges are valued in education, in this article I describe the layers of epistemic practices that youth in the bookclub co-constructed and the consequences of these…
Literacy (Dis)Orientations in a Secondary Classroom
Drawing from a yearlong literacy ethnography conducted at a high school in a Midwestern U.S. city, this article extends queer literacies and queer pedagogies scholarship by exploring the frictions and resonances between strategies of inclusion and queering. While inclusion strategies emphasize using expanded representations of sexuality and gender, such as of LGBTQ+ life, queering approaches often trouble inclusion through, for instance, question…
The consequences of intimacy, oppression, and activism on gendered power relations in a high school LGBTQ +‐themed literature class
School‐based supports, such as LGBTQ+‐themed curriculum, invite opportunities for challenging oppression with respect to gender and its intersections with other identities such as sexuality and race. However, more understanding is needed regarding how literacy educators might leverage these opportunities. This article describes how intimacy, oppressive actions, and activism functioned in relation to one another in an LGBTQ+‐themed literature cour…
The child as epistemic figure
Thinking at the nexus of epistemic injustice, childhood studies, transgender studies, and gender and racial justice in literacy education, this article illustrates how curricular engagement with questions of age, gender, race, and power can simultaneously complicate and flatten knowledge about power relations. Drawing from a yearlong ethnography inquiring into how students and teachers read, wrote, and talked about gender and sexual diversity at …
Composing Time in a Secondary U.S. Classroom
Drawing on a larger year-long ethnography at a public, urban, comprehensive high school in the Midwestern United States, this article describes the texts students composed in a co-taught sophomore (grade 10) humanities course combining social studies and English language arts. Bringing together sociocultural perspectives on literacy and composition with queer theorizations of time, I argue for the utility of attending not only to time’s multi dim…
Censorship as Placemaking
In recent years, there has been a dramatic increase in the number of book challenges in educational contexts in the United States. Books representing sexual and gender diversity have been particularly targeted, as have books by and about people of color. Further, many states restrict or censor curricula and discussions of sexual and gender diversity, as well as race, ethnicity, politics, and history. Inspired by previous scholarship on censorship…
Queer Advocacy in Rural Southern Schools
Answering calls from recent literature reviews of scholarship at the juncture of rural education and queerness to move beyond deficit narratives and take up more complex theorizations of space and place, this article considers the complexities of K-12 teachers’ queer educational advocacy in relation to both rurality and region. Drawing from a two-year study that combined practitioner inquiry and ethnography, the article focuses on teachers in rur…
Sociology (16 works) · Gender Studies (14 works) · Queer (12 works) · Pedagogy (10 works) · Critical Race Theory in Education (9 works) · LGBTQ Health, Identity, and Policy (8 works) · Political science (7 works) · Psychology (7 works) · Queer theory (7 works) · Curriculum (6 works)