Queering the Common Core (and the Next Generation Science Standards): Challenging Normativity and Embracing Possibility

• In Event: Interrupting Hegemonic Practices in Teacher Education Through Youth-Driven, Queer, and Translanguaging Pedagogies

Abstract

This ethnographic study aimed to understand how K-12 educators developed tools to queer standards-based instruction in a dynamic and complex urban setting and sociopolitical context. Our research team includes three practicing and pre-service K-12 teachers and two education professors and is informed by the work a larger group of pre-service and early career teachers. Most researchers and participants identify as people of color and/or queer. In their work, teacher-students addressed issues of learning modality, selection of diverse sources and texts, and applied the meanings of “queer” to suggest ways to disrupt traditional structures and modes of communication, in addition to including LGBTQ identities and gender and sexual diversity in their classes.

Authors

• Allison Mattheis, California State University - Los Angeles

• Joel De Jesus Lovos, University of California - Santa Cruz

• Sophia Valath, California State University - Los Angeles

• Breanna Robles, California State University - Los Angeles

• Christina Restrepo Nazar, California State University - Los Angeles