Citation

North CE. Equity Excell. Educ. 2010; 43(3): 375-387.

Copyright

(Copyright © 2010, Informa - Taylor and Francis Group)

DOI

unavailable

PMID

unavailable

Abstract

As LGBTQI (lesbian, gay, bisexual, transgender, queer/questioning, and intersex) issues become increasingly integrated into multicultural education discourses, we as educators need to examine the implications of our pedagogies for teaching about gender and sexual identities. This article explores my teaching of non-conforming gender identities in a social studies methods course via young adult literature, particularly Glen Huser's (2003) "Stitches". I use examples from my higher education classroom to assert that pushing students and ourselves to assume responsibility for our readings of texts and the world can effectively challenge harmful beliefs toward human difference. Due to the performative and, thus, unpredictable nature of anti-oppressive education, I argue that this responsibility includes undertaking ongoing, critical investigations of our teaching practices so that we do not inadvertently reinforce harmful beliefs and practices, thereby causing further injury to LGBTQI-identified people and communities.

Language: en