Queer Literacies: A Multidimensional Approach to Reading LGBTQ+-Themed Literature

• In Event: 42.075 - Queering Identities in Adolescent Literature and Classrooms

Abstract

This paper offers insights on how teaching an LGBTQ+themed curriculum in English literature classes can be reconceptualized by bridging the goals, practices and conceptual tools of queer theory to critical literacy teaching. I propose a multidimensional theoretical framework and
pedagogical approach which I term queer literacies for creating, implementing, engaging students with, and analyzing curricula that focus on sexualities and gender diversity. I suggest that such a queer literacies approach should include six interconnecting dimensions or
pedagogical moves. The presentation will offer a description of each of these dimensions and provide examples that illustrate how the elements of each dimension may be implemented in the classroom.

In developing the multiple dimensions of queer literacies, I draw on theoretical thinking from critical pedagogies and critical literacies, antioppressive education and queer pedagogy (e.g. Britzman, 1995; Bryson & de Castell, 1993; Butler, 2006; DePalma & Atkinson, 2008, 2009;
Killoran & Pendleton Jiménez, 2007; Kumashiro, 2002; Lewison, Flint, Van Sluys & Henkin, 2002). My use of the plural in the term queer literacies reflects postmodern understandings which emphasize the multiplicity of literacies attending to expansive understandings of texts,
reading practices, and contexts for readings. My use of the term LGBTQ+ reflects an expansive understanding of sexuality and gender diversity that includes but is not limited to lesbian, gay, bisexual, transgender or queer identities.
The paper draws on the findings from a larger ethnographic case study of a Gay and Lesbian Literature course, which is offered at a public regional high school in western New England.

This research employed multiple interactive methods, used an emergent design that is responsive to the researcher’s growing knowledge about a project, and was fundamentally interpretative (Rossman & Rallis, 2011). The analysis of the empirical materials (Denzin, 2013) followed a modified grounded theory approach as part of a recursive research process to generate overarching themes through a
multiphase process of coding and interpretation (Emerson, Fretz & Shaw, 2011) which was enhanced by a postmodern turn to analysis through extensive writing and thinking with the literature (St. Pierre, 2011).

Few teachers can imagine or feel confident to design and implement a comprehensive curriculum around LGBTQ+ topics (DePalma & Atkinson, 2008, 2009; Gorski et al., 2013), or feel that they have the knowledge, skills, or power to effectively challenge homophobia and heterosexism in
their classrooms (Duke & McCarthy, 2009). For teachers who want to engage in antihomophobia and counter-heteronormative work few resources or narratives exist to reference (Atkinson et al., 2010). Moreover, when teachers address LGBTQ+ topics in classrooms or use
LGBTQ+-themed texts and literature, they frequently frame such teaching in problematic terms which limits the possibilities for how students can engage with these topics and texts (Clark & Blackburn, 2009).

Based on the findings from the empirical study and my reading of the scholarly literature, I suggest that a queer literacies framework can support teachers’ and students’ engagement with LGBTQ+-themed literature in ways that go beyond approaches of inclusivity or antihomophobia
work towards work that seeks to dismantle hetero- and cisnormativity.

Author

• Kirsten Helmer, University of Massachusetts - Amherst