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Abstract

Analyzing LGBTQ-inclusive children’s literature and teaching practices in the elementary classroom, the author outlines a vision for a queer literacy pedagogy. The article begins with a description of four different sexual diversity frameworks: homophobia/heterosexism, tolerance/visibility, social justice, and queer. It includes an exploration of children’s literature and teaching practices that exemplify each framework, making explicit the connections between theory and practice. It then expands on the theories, principles, and practices composing queer literacy pedagogy. The article will be of particular interest to teacher educators and elementary classroom teachers, though the frameworks are equally applicable to all levels and settings.

Author Biography

Cammie Kim Lin was a New York City public school teacher and literacy coach before completing her EdD in English education at Teachers College, Columbia University. She currently teaches writing in the Liberal Studies program and "Literature and the Adolescent Experience" at the Steinhardt School of Culture, Education, and Human Development at NYU. Her recent article, “Queer(ing) Literature in the Secondary English Classroom,” was awarded the Assembly on Literature for Adolescents Nilsen-Donelson Award for best article of the year in The ALAN Review.

 

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