Teaching Social Studies Through Intersectional Identities: A Case Study of Troubling the Curriculum With LGBTQ Counterstories

• In Event: Taking Race and Indigeneity Seriously in Queer Educational Research

Abstract

This qualitative case study explores how high school social studies pre-service and in-service Queer Latino teachers 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