Queer Literacies

In a documentarian investigation of the major LGBTQ archives in the United States, Queer Literacies: Discourses and Discontents identifies the homophobic discourses that prevailed in the twentieth-century by those discursive forces that also sponsored the literacy acquisition of the nation. Mark McBeth tracks down the evidence of how these sponsors of literacy—families, teachers, librarians, doctors, scientists, and government agents—instituted heteronormative platforms upon which public discourses were constructed. After pinpointing and analyzing how this disparaging rhetoric emerged, McBeth examines how certain LGBTQ advocates took counter-literacy measures to upend and replace those discourses with more Queer-affirming articulations. Having lived contemporaneously while these events occurred, McBeth incorporate narratives of his own lived experience of how these discourses impacted his own reading, writing, and researching capabilities. In this auto-archival research investigation, McBeth argues that throughout the twentieth century, Queer literates revised dominant and oppressive discourses as a means of survival and world-making in their own words. Scholars of rhetoric, gender studies, LGBTQ studies, literary studies, and communication studies will find this book particularly useful.

Winner of the 2018 Outstanding Book by the Michigan Council Teachers of English Choice magazine as an Outstanding Academic Title for 2018 Winner of the 2017 AERA Division K (Teaching and Teacher Education) Exemplary Research Award This book draws upon a queer literacy framework to map out examples for teaching literacy across pre-K-12 schooling. To date, there are no comprehensive Pre-K-12 texts for literacy teacher educators and theorists to use to show successful models of how practicing classroom teachers affirm differential (a)gender bodied realities across curriculum and schooling practices. This book aims to highlight how these enactments can be made readily conscious to teachers as a reminder that gender normativity has established violent and unstable social and educational climates for the millennial generation of lesbian, gay, bisexual, transgender, intersex, (a)gender/(a)sexual, gender creative, and questioning youth.

Choice Award 2022: Outstanding Academic Title Queer studies is an extensive field that spans a range of disciplines. This volume focuses on education and educational research and examines and expounds upon queer studies particular to education fields. It works to examine concepts, theories, and methods related to queer studies across PK-12, higher education, adult education, and informal learning. The volume takes an intentionally intersectional approach, with particular attention to the intersections of white supremacist cisheteropatriachy. It includes well-established concepts with accessible and entry-level explanations, as well as emerging and cutting-edge concepts in the field. It is designed to be used by those new to queer studies as well as those with established expertise in the field.

Examines the literacy practices of Black LGBTQ people, developing - from sixty in-depth interviews conducted with individuals of various ages living across the United States - an analytical theory of "black queer literacies".

The Routledge Handbook of Queer Rhetoric maps the ongoing becoming of queer rhetoric in the late twentieth and early twenty-first centuries, offering a dynamic overview of the history of and scholarly research in this field. The handbook features rhetorical scholarship that explicitly uses and extends insights from work in queer and trans theories to understand and critique intersections of rhetoric, gender, class, and sexuality. More important, chapters also attend to the intersections of constructs of queerness with race, class, ability, and neurodiversity. In so doing, the book acknowledges the many debts contemporary queer theory has to work by scholars of color, feminists, and activists, inside and outside the academy. The first book of its kind, the handbook traces and documents the emergence of this subfield within rhetorical studies while also pointing the way toward new lines of inquiry, new trajectories in scholarship, and new modalities and methods of analysis, critique, intervention, and speculation. This handbook is an invaluable resource for scholars, graduate students, and advanced undergraduate students studying rhetoric, communication, cultural studies, and queer studies.

This edited collection supports queer educators and students, underscores the reasons society does not see LGBTQ representation in classroom spaces, and offers “queered” pedagogical approaches for teaching students from diverse backgrounds. This collection places value on every educator and student through prioritizing inclusivity, and the chapters carefully articulate what (queer) inclusivity is, why it matters for all educators, students, and administrators, and what can happen when inclusive environments are not created and/or sustained. When prompted to think about marginalized educators and students, most literature and research focuses on federal/state laws and instances of bullying. The chapters in this collection are farther reaching and provide (queered) solutions for these individuals’ needs and challenges. This volume addresses the ability of the LGBTQ community to see themselves represented in the curriculum of schools, discussed in the language of society, and valued in all discourse settings. In addition, this volume uses queerness as a lens through which to reimagine classroom spaces and institutions of higher learning.

Teaching Queer looks closely at student writing, transcripts of class discussions, and teaching practices in first-year writing courses to articulate queer theories of literacy and writing instruction, while also considering the embodied actuality of being a queer teacher. Rather than positioning queerness as connected only to queer texts or queer teachers/students (as much work on queer pedagogy has done since the 1990s), this book offers writing and teaching as already queer practices, and contends that the overlap between queer theory and composition presents new possibilities for teaching writing. Teaching Queer argues for and enacts “queer forms”—non-normative and category-resistant forms of writing—those that move between the critical and the creative, the theoretical and the practical, and the queer and the often invisible normative functions of classrooms.

Showcasing cutting-edge findings on adolescent literacy teaching and learning, this unique handbook is grounded in the realities of students' daily lives. It highlights research methods and instructional approaches that capitalize on adolescents' interests, knowledge, and new literacies. Attention is given to how race, gender, language, and other dimensions of identity--along with curriculum and teaching methods--shape youths' literacy development and engagement. The volume explores innovative ways that educators are using a variety of multimodal texts, from textbooks to graphic novels and digital productions. It reviews a range of pedagogical approaches; key topics include collaborative inquiry, argumentation, close reading, and composition.ÿ