Using a Queer of Color Critique to work toward a Black LGBTQ+ inclusive K–12 curriculum

References

• Anderson, J. D. (1988). The education of Blacks in the south, 1860–1935. University of North Carolina Press.
   Google Scholar
• Anderson, M., & Jiang, J. (2018, August 14). Teens, social media & technology 2018. Pew Research Center.
   Google Scholar
• Aronson, B., & Laughter, J. (2020). The theory and practice of culturally relevant education: Expanding the conversation to include gender and sexuality equity. Gender and Education, 32(2), 262–279. https://doi.org/10.1080/09540253.2018.1496231
   Web of Science ®Google Scholar
• Bailey, M. M. (2013). Butch queens up in pumps: Gender, performance and ballroom culture in Detroit. University of Michigan Press.
   Google Scholar
• Baldridge, B. (2018). On educational advocacy and cultural work: Situating community-based youth work[ers] in broader educational discourse. Teachers College Record: The Voice of Scholarship in Education, 120(2), 1–28. https://doi.org/10.1177/016146811812000206
   Web of Science ®Google Scholar
• Bishop, C. M., & Atlas, J. G. (2015). School curriculum, policies, and practices regarding lesbian, gay, bisexual, and transgender families. Education and Urban Society, 47(7), 766–784. https://doi.org/10.1177/0013124513508580
   Web of Science ®Google Scholar
• Blackburn, M. V. (2005). Agency in borderland discourses: Examining language use in a community center with Black queer youth. Teachers College Record: The Voice of Scholarship in Education, 107(1), 89–113. https://doi.org/10.1111/j.1467-9620.2005.00458.x
   Web of Science ®Google Scholar
• Bogdan, R., & Biklen, S. (2007). Qualitative research for education: An introduction to theories and methods (5th ed.). Allyn and Bacon.
   Google Scholar
• Britzman, D. P. (2003). Practice makes practice: A critical study of learning to teach. SUNY Press.
   Google Scholar
• Brockenbrough, E. (2015). Queer of color agency in educational contexts: Analytic frameworks from a queer of color critique. Educational Studies, 51(1), 28–44. https://doi.org/10.1080/00131946.2014.979929
   Web of Science ®Google Scholar
• Brockenbrough, E. (2016). Becoming queerly responsive: Culturally responsive pedagogy for Black and Latino urban queer youth. Urban Education, 51(2), 170–196. https://doi.org/10.1177/0042085914549261
   Web of Science ®Google Scholar
• Brown, A. L., & Brown, K. D. (2010). Strange fruit indeed: Interrogating contemporary textbook representations of racial violence toward African Americans. Teachers College Record: The Voice of Scholarship in Education, 112(1), 31–67. https://doi.org/10.1177/016146811011200108
   Web of Science ®Google Scholar
• Buckner, R. (n.d.) Underground ball culture. https://haenfler.sites.grinnell.edu/subcultures-and-scenes/underground-ball-culture/
   Google Scholar
• Callier, D. (2017). Gendered violences and queer of color critiques in educational spaces: Remembering Sakia, Carl, and Jaheem. In M. A. Peters (Ed.), Encyclopedia of educational philosophy and theory (pp. 914–919). Springer. https://doi.org/10.1007/978-981-287-588-4
   Google Scholar
• Camicia, S. P. (2016). Critical democratic education and LGBTQ inclusive curriculum. Routledge.
   Google Scholar
• Carter, P. L., Skiba, R., Arredondo, M. I., & Pollock, M. (2017). You can’t fix what you don’t look at: Acknowledging race in addressing racial discipline disparities. Urban Education, 52(2), 207–235. https://doi.org/10.1177/0042085916660350
   Web of Science ®Google Scholar
• Cohen, C. J. (2004). Deviance as resistance: A new research agenda for the study of Black politics. Du Bois Review: Social Science Research on Race, 1(1), 27–45. https://doi.org/10.1017/S1742058X04040044
   Google Scholar
• Coles, J. A. (2021). “It’s really geniuses that live in the hood”: Black urban youth curricular un/makings and centering Blackness in slavery’s afterlife. Curriculum Inquiry, 51(1), 35–56. https://doi.org/10.1080/03626784.2020.1856622
   Web of Science ®Google Scholar
• Crenshaw, K. (1989). Demarginalizing the intersection of race and sex: A Black feminist critique of antidiscrimination doctrine, feminist theory and antiracist politics. University of Chicago Legal Forum, 1989(1), 139–167.
   Google Scholar
• Crocco, M. S. (2001). The missing discourse about gender and sexuality in the social studies. Theory into Practice, 40(1), 65–71. https://doi.org/10.1207/s15430421tip4001_10
   Web of Science ®Google Scholar
• Cruz, C. (2013). LGBTQ youth of color video making as radical curriculum: A brother mourning his brother and a theory in the flesh. Curriculum Inquiry, 43(4), 441–460. https://doi.org/10.1111/curi.12022
   Web of Science ®Google Scholar
• Dumas, M. J., & ross, k. m. (2016). “Be real Black for me”: Imagining BlackCrit in education. Urban Education, 51(4), 415–442. https://doi.org/10.1177/0042085916628611
   Web of Science ®Google Scholar
• Ferguson, R. A. (2004). Aberrations in black: Toward a queer of color critique. University of Minnesota Press.
   Google Scholar
• Gilbert, J., Fields, J., Mamo, L., & Lesko, N. (2018). Intimate possibilities: The beyond bullying project and stories of LGBTQ sexuality and gender in US schools. Harvard Educational Review, 88(2), 163–183. https://doi.org/10.17763/1943-5045-88.2.163
   Web of Science ®Google Scholar
• Gorski, P. C., Davis, S. N., & Reiter, A. (2013). An examination of the (in)visibility of sexual orientation, heterosexism, homophobia, and other LGBTQ concerns in U.S. multicultural teacher education coursework. Journal of LGBT Youth, 10(3), 224–248. https://doi.org/10.1080/19361653.2013.798986
   Google Scholar
• Griffin, P., & Ouellett, M. (2003). From silence to safety and beyond: Historical trends in addressing lesbian, gay, bisexual, transgender issues in K–12 schools. Equity & Excellence in Education, 36(2), 106–114. https://doi.org/10.1080/10665680303508
   Google Scholar
• Himmelstein, K. E. W., & Brückner, H. (2011). Criminal-justice and school sanctions against nonheterosexual youth: A national longitudinal study. Official Journal of the American Academy of Pediatrics, 127(1), 49–57. https://doi.org/10.1542/peds.2009-2306
   PubMed Web of Science ®Google Scholar
• Horsford, S. (2016). Social justice for the advantaged: Freedom from racial equality post-Milliken. Teachers College Record: The Voice of Scholarship in Education, 118(3), 1–18. https://doi.org/10.1177/016146811611800305
   Web of Science ®Google Scholar
• Kahn, E., Johnson, A., Lee, M., & Miranda, L. (2019). 2019 Black and African American LGBTQ youth report. Human Rights Campaign.
   Google Scholar
• Kean, E. (2021). Advancing a critical trans framework for education. Curriculum Inquiry, 51(2), 261–286. https://doi.org/10.1080/03626784.2020.1819147
   Web of Science ®Google Scholar
• Keenan, H. B. (2017). Unscripting curriculum: Toward a critical trans pedagogy. Harvard Educational Review, 87(4), 538–556. https://doi.org/10.17763/1943-5045-87.4.538
   Web of Science ®Google Scholar
• Keenan, H. B., & Lil Miss Hot Mess. (2020). Drag pedagogy: The playful practice of queer imagination in early childhood. Curriculum Inquiry, 50(5), 440–461. https://doi.org/10.1080/03626784.2020.1864621
   Web of Science ®Google Scholar
• Kendi, I. X. (2016). Stamped from the beginning: The definitive history of racist ideas in America. Nation Books.
   Google Scholar
• Kirkland, D. E. (2021). A pedagogy for Black people: Why naming race matters. Equity & Excellence in Education, 54(1), 60–67. https://doi.org/10.1080/10665684.2020.1867018
   Web of Science ®Google Scholar
• Kumashiro, K. K. (Ed.). (2001). Troubling intersections of race and sexuality: Queer students of color and anti-oppressive education. Rowman & Littlefield.
   Google Scholar
• Ladson-Billings, G. (2021). I’m here for the hard re-set: Post pandemic pedagogy to preserve our culture. Equity & Excellence in Education, 54(1), 68–78. https://doi.org/10.1080/10665684.2020.1863883
   Web of Science ®Google Scholar
• Love, B. L. (2017). A ratchet lens: Black queer youth, agency, hip hop, and the Black ratchet imagination. Educational Researcher, 46(9), 539–547. https://doi.org/10.3102/0013189X17736520
   Web of Science ®Google Scholar
• Love, B. L. (2019). We want to do more than survive: Abolitionist teaching and the pursuit of educational freedom. Beacon Press.
   Google Scholar
• Lovett, I. (2011, July 14). California to require gay history in schools. New York Times. https://www.nytimes.com/2011/07/15/us/15gay.html
   Google Scholar
• Manalansan, M. F., IV. (2018). Messing up sex: The promises and possibilities of queer of color critique. Sexualities, 21(8), 1287–1290. https://doi.org/10.1177/1363460718794646
   Web of Science ®Google Scholar
• Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). SAGE.
   Google Scholar
• Muhammad, G. (2020). Cultivating genius: An equity framework for culturally and historically responsive literacy. Scholastic.
   Google Scholar
• Paris, D., & Alim, H. S. (2014). What are we seeking to sustain through culturally sustaining pedagogy? A loving critique forward. Harvard Educational Review, 84(1), 85–100. https://doi.org/10.17763/haer.84.1.982l873k2ht16m77
   Web of Science ®Google Scholar
• Price-Dennis, D., & Sealey-Ruiz, Y. (2021). Advancing racial literacies in teacher education: Activism for equity in digital space. Teachers College Press.
   Google Scholar
• Pritchard, E. D. (2013). For colored kids who committed suicide, our outrage isn’t enough: Queer youth of color, bullying, and the discursive limits of identity and safety. Harvard Educational Review, 83(2), 320–345. https://doi.org/10.17763/haer.83.2.7n07k41t2kn26708
   Web of Science ®Google Scholar
• Quinn, T. M. (2007). “You make me erect!” Queer girls of color negotiating heteronormative leadership at an urban all-girls’ public school. Journal of Gay & Lesbian Issues in Education, 4(3), 31–47. https://doi.org/10.1300/J367v04n03_04
   Google Scholar
• Reid, S. (2021). What does culturally relevant pedagogy have to offer with regard to teaching and learning during a time of physical distancing. Journal for Multicultural Education, 15(2), 129–137. https://doi.org/10.1108/JME-04-2020-0033
   Web of Science ®Google Scholar
• Reid, S. (2022). Exploring the agency of Black LGBTQ+ youth in schools and in NYC’s ballroom culture. Teachers College Record: The Voice of Scholarship in Education, 124(6), 92–117. https://doi.org/10.1177/01614681221111072
   Web of Science ®Google Scholar
• Sedgwick, E. (1993). Tendencies. Duke University Press.
   Google Scholar
• Seidman, I. (2013). Interviewing as qualitative research: A guide for researchers in education and the social sciences (4th ed.). Teachers College Press.
   Google Scholar
• Snapp, S. D., Burdge, H., Licona, A. C., Moody, R. L., & Russell, S. T. (2015a). Students’ perspectives on LGBTQ-inclusive curriculum. Equity & Excellence in Education, 48(2), 249–265. https://doi.org/10.1080/10665684.2015.1025614
   Web of Science ®Google Scholar
• Snapp, S. D., Hoenig, J. M., Fields, A., & Russell, S. T. (2015b). Messy, butch, and queer: LGBTQ youth and the school-to-prison pipeline. Journal of Adolescent Research, 30(1), 57–82. https://doi.org/10.1177/0743558414557625
   Web of Science ®Google Scholar
• Stake, R. E. (1995). The art of case study research. SAGE.
   Google Scholar
• Staley, S., & Leonardi, B. (2016). Leaning in to discomfort: Preparing literacy teachers for gender and sexual diversity. Research in the Teaching of English, 51(2), 209–229.
   Web of Science ®Google Scholar
• Tuck, E. (2009). Suspending damage: A letter to communities. Harvard Educational Review, 79(3), 409–428. https://doi.org/10.17763/haer.79.3.n0016675661t3n15
   Web of Science ®Google Scholar
• Warner, M. (1993). Fear of a queer planet: Queer politics and social theory. University of Minnesota Press.
   Google Scholar
• Yin, R. K. (2003). Case study research: Design and methods (3rd ed.). SAGE.
   Google Scholar