Queering Social Studies Teaching Through Intersectional Lenses: A Case Study of the Enactment of LGBTQ Counterstories/narratives

• In Event: 66.036 - Queering, Cripping, and Trans(ing) Education Inquiry

Abstract

This qualitative case study explores how high school social studies pre-service and in-service Queer Teachers of Color disrupt the heteronormativity of the official school curriculum. Teachers first revealed the importance of historical positionality as they utilized critical historical inquiry in introducing other narratives that sought to disrupt the sexual/gender binary common to teaching in the social studies. Teachers also included in their pedagogical framing understandings of intersectionality that is embodied by their sexuality/gender and race/ethnicity.

Author

• Steven R. Montemayor, Alamo Colleges - Northwest Vista College