Toward a Collectively Queer(ing) Revolution: Dismantling Heteronormativity Across K–12 Classrooms, Preservice Teacher Induction, and Beyond

Session Type: Symposium

Abstract

In this symposium, authors of three different qualitative studies present their work surrounding their attempts to queer education. The findings from a high school anthropological unit centering Two Spirit knowledges, an autoethnographic critical events narrative analysis of a veteran, gay high-school English/Language Arts teacher, and a queer narratological investigation of the induction process of a gay female middle school English/Language Arts teacher are explored. The symposium attempts to establish queer research footholds across contexts and experiences, which include but not limited to race, (dis)ability, gender, and sexual-orientation, harnessing the transformative power of education This session invites audience members to share meaning-making in a dialogic small group question and answer portion to foster a critical community of scholarship and coalition building

Sub Unit

• SIG-Lives of Teachers

Chair

• Summer Davis, Indiana University - Bloomington

Papers

• Toward a Collectively Queer(ing) Revolution: Dismantling Heteronormativity Across K–12 Classrooms, Preservice Teacher Induction, and Beyond - Summer Davis, Indiana University - Bloomington; J.B. Mayo, University of Minnesota; Ryan M Burns, Smithfield High School

• Narrating Pride and Professionalism: Critical Events in the Secondary English Classroom as a Gay Educator - Ryan M Burns, Smithfield High School

• Just How Personal: A Queer Narrative Study of a Gay English/Language Arts Teacher's Induction - Summer Davis, Indiana University - Bloomington

• The Impact of Two Spirit Knowledge in One Social Studies Classroom - J.B. Mayo, University of Minnesota

Discussant

• Allison Mattheis, California State University - Los Angeles