Critical Literacy and Transgender Topics in an Upper Elementary Classroom: A Portrait of PossibilityReport as inadecuate




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Journal of Language and Literacy Education, v13 n1 p15-27 Spr 2017

In this paper, we explore the intersection of critical literacy pedagogy, queer pedagogy, and transgender topics by turning our attention to the learning that supported the writing of an acrostic poem about Title IX and transgender students. We examine how this writing, in turn, created additional content and context that spurred others' learning. We examine this particular poem because of the ways it demonstrates how a 4th grade student drew on three overarching components of the classroom's instructional context to support its production: the critical literacy pedagogy present in the class, exposure to transgender topics, and the importance of situating students as expert teachers for an authentic audience.

Descriptors: Critical Literacy, Sexual Identity, Sexual Orientation, Homosexuality, Gender Issues, Elementary School Students, Language Arts, Poetry, Grade 4, Grade 5, Teaching Methods, Current Events, Reading Aloud to Others, Student Attitudes, Expertise

Department of Language and Literacy Education at the University of Georgia. 315 Aderhold Hall, Athens, GA 30602. Tel: 706-542-7866; Fax: 706-542-3817; e-mail: jolle[at]uga.edu; Web site: http://jolle.coe.uga.edu





Author: Hermann-Wilmarth, Jill M.; Lannen, Rosemary; Ryan, Caitlin L.

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=953&id=EJ1141491







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