A case for critical literacy with queer intent

Bibliographic Data

ID12973125
AuthorsSusan Sandretto (0000-0001-6106-1032, University of Otago, corresponding author)
Year2018
Volume15
Issue3
Pages197-211
Publication date2018-05-31
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueJournal of LGBT Youth (JOURNAL)
Journal identifiersISSN: 1936-1653 • E-ISSN: 1936-1661
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/19361653.2018.1466753
OpenAlexW2807403156
LanguageEN
Citations received10
References cited21

Teachers are obligated to construct an environment inclusive of all students. This article argues critical literacy with queer intent can offer strategies to expose normative constructions of gender and sexuality that can exclude some students. I initiate the case with a queer theory analysis of a description of critical literacy developed with New Zealand teachers. By (re)visiting a primary school level critical literacy lesson I reveal how, with more queerly focussed questioning, norms can be critiqued. The paper concludes with the proposition that teachers take up opportunities created by critical literacy with queer intent to question who/what counts as ‘normal/normalcy’

Construct (python library · Critical literacy · Critical theory · Epistemology · Homosexuality · Human sexuality · Literacy · Mathematics education · Normative · Pedagogy · Political science · Proposition · Queer · Queer theory · Sociology · Computer Science · Gender Roles and Identity Studies · Gender Studies · Gender Studies in Language · Law · LGBTQ Health, Identity, and Policy · Psychology

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