A case for critical literacy with queer intent

ABSTRACT

Teachers are obligated to construct an environment inclusive of all students. This article argues critical literacy with queer intent can offer strategies to expose normative constructions of gender and sexuality that can exclude some students. I initiate the case with a queer theory analysis of a description of critical literacy developed with New Zealand teachers. By (re)visiting a primary school level critical literacy lesson I reveal how, with more queerly focussed questioning, norms can be critiqued. The paper concludes with the proposition that teachers take up opportunities created by critical literacy with queer intent to question who/what counts as ‘normal/normalcy’.

Acknowledgments

The author is grateful to her colleague Dr Lee Smith for the conversations that led to the development of this paper. The Teaching and Learning Research Initiative funded the research reported in this article, with support from funding from the University of Otago.

Notes

1. I frequently use the term queer as a verb in this article as a synonym for critique or questioning.

2. As many readers of the Journal of LGBT Youth will be aware, terminology used in this field is highly contested. When reporting from particular studies, I maintain the terms used in the publication. Otherwise I use the term queer to refer to the diversity of genders and sexualities inclusive of LGBTQI (Lesbian, Gay, Bisexual, Transgender, Queer, Questioning and Intersex).

3. Transcripts have been edited for readability and students' names have been removed.

4. Questions that the teacher could have asked to queer the critical literacy lesson are (inserted in italics) into the lesson transcripts to illustrate how to achieve critical literacy with queer intent.

Additional information

Funding

Teaching and Learning Research Initiative, and the University of Otago.