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The Stonewall Books: LGBTQ-Themed Young Adult Novels as Semiotic Beacons 

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The Stonewall Books: LGBTQ-Themed Young Adult Novels as Semiotic Beacons 

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Autuna, M., Harmon, J., Henkin, R., Wood, K., & Kester, K. (n.d.). The Stonewall Books: LGBTQ-Themed Young Adult Novels as Semiotic Beacons. Dialogue; The Interdisciplinary Journal of Popular Culture and Pedagogy, 5(2), 13.

Speciically, we contend that literary prizes such as the Stonewall Awards have the potential for efective semiosis on a large societal scale. James English describes literary prizes as “the single best instrument for negotiating between cultural and economic, cultural and social, or cultural and political capital” (10).

For these reasons, we felt that the Stonewall Book Awards might act as a proxy for both LGBTQ lived concerns and a bid for accessibility of these concerns to as many populations as possible.

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Examining LGBTQ-Based Literature Intended for Primary and Intermediate Elementary Students

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Examining LGBTQ-Based Literature Intended for Primary and Intermediate Elementary Students

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https://www.journals.uchicago.edu/doi/pdfplus/10.1086/696139?casa_token=ujaFFciCRW0AAAAA:3FZs1jGt64WUGIEUkNcvnQNLdf36IAGKdsvFli25xCKoQYBpH3jlrRrV4CF6W-X2Yk1cyoVUZZi7

. Most books did not mention the LGBTQ community (n p 49; 82%). A portion implicitly or vaguely referenced the LGBTQ community in ways that a young reader might not understand (n p 8; 13%). Just three (5%) explicitly referenced the LGBTQ social network

these characters aren't represented with any challenges of acceptance facing them
Most books depicted contemporary events, not past or historic periods, with suburban locations, not urban or rural contexts.

Every character in every book was comfortable with their sexual identity and was positioned at the final stage of self-acceptance.

solution:
To do this, teachers can pair fiction trade books with age-appropriate informational texts, which are readily available on the Internet. Although a presidential speech or a Supreme Court ruling is prohibitively complex, the teacher can deftly locate a newspaper article. The headline denotes the content of the speech or ruling, and the first paragraph is usually a summary, which can be adjusted tomake the article’s content digestiblefor young learners. These simple, effective tasks position students to do more than comprehend a narrative. Students are compelled to critically examine the text for meaningful nuances. These suggestions are intended to be illustrative and not an exhaustive list. Teachers are limited only by their ambition for this emergent, important social justice theme

Bickford III, J. H. (2018, January 17). EXAMINING LGBTQ-BASED LITERATURE INTENDED FOR PRIMARY AND INTERMEDIATE ELEMENTARY STUDENTS. The Elementary School Journal, 118(3), 14. . 0013-5984/2018/118030003$10.00

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What Does Queer Theory Have to Do with Teaching Science in Elementary Schools?

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What Does Queer Theory Have to Do with Teaching Science in Elementary Schools?

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https://brill.com/view/book/9789004331068/BP000015.xml

Disrupt the traditional stories being told. Use the ideas of homo and hetero to teach science.

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https://rowman.com/isbn/9781442278066/representing-the-rainbow-in-young-adult-literature-lgbtq-content-since-1969

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Putting Read Alouds to Work for LGBTQ Inclusive, Critically Literate Classrooms Caitlin L. Ryan, Jill Hermann-Wilmarth

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Putting Read Alouds to Work for LGBTQ Inclusive, Critically Literate Classrooms Caitlin L. Ryan, Jill Hermann-Wilmarth

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Ryan, C. L., & Hermann-Wilmarth, J. M. (2019, May). Putting Read-Alouds to Work for LGBTQ-Inclusive, Critically Literate Classrooms. Language Arts, 96(5), 5. https://d1wqtxts1xzle7.cloudfront.net/59336842/Putting_Read-Alouds_to_Work_for_LGBTQ-Inclusive__Critically_Literate_Classrooms20190521-41977-1bf8bwb-with-cover-page-v2.pdf?Expires=1652389644&Signature=WILLfLWPECiE2axPqeEFOSUDOsIwQg4KmdwOZvZDqA4grLMnfjqgDGM

Using read- alouds to explore critical literacy in relation to LGBTQ topics provides a chance to show students what you value and whose lives you consider important enough to include in your curriculum.

“Whose voice is missing in this book so far?” or “Are we hearing a perspective that we don’t usually hear? What are you learning about that perspective?”

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Representations in Award-Winning LGBTQ Young Adult Literature from 2000-2013

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Representations in Award-Winning LGBTQ Young Adult Literature from 2000-2013

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Jiménez, L. M. (2015). Representations in Award-Winning LGBTQ Young Adult Literature from 2000-2013. Journal of Lesbian Studies, 19(4), 406–422.
https://doi.org/10.1080/10894160.2015.1057795

Behind a pay-wall

Many of these awards disrupt the heteronormative landscape.

For those of us whose life experience falls outside the norm, reading about characters that reject a homophobic view of the world can be a lifesaving act of rebellion, a push against a status quo that does not include us.

Most award winning books featured white, male protagonists.

In the analysis of these Lambda Award– and Stonewall Award–winning books, three issues stand out for me as a reader. First, and likely most obvious, is the predominance of White, male characters; second, but no less important, is the general and predictable tone of the few award-winning novels that feature lesbian protagonists; and third is the lack of bisexual character

It is my hope that this research will be one of many more studies that shed light on how awards like the Lambda and Stonewall honor books that represent only a fraction of the spectrum of possible realities for young adult readers.

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Using LGBTQ graphic novels to dispel myths about gender and sexuality in ELA classrooms

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Using LGBTQ graphic novels to dispel myths about gender and sexuality in ELA classrooms

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Kedley, K. E., & Spiering, J. (2017). Using LGBTQ graphic novels to dispel myths about gender and sexuality in ELA classrooms. English Journal.

Miller, H. (cody) C. (2020). Moving from Inaction to Action: Challenging Homo- and Transphobia in Middle School English Language Arts. Middle Grades Review. https://digitalcommons.brockport.edu/ehd_facpub/29/

"In this article, we argue that the format and content of graphic novels that depict LGBTQ experiences are a unique and effective pedagogical tool to engage students in critical discussions about gender and sexuality."

This article dispels specific myths about the whole LGBTQ+ world.  "(1) gender and sexuality are naturally connected, (2) gender and sexual identities are permanent and fixed, and (3) the heterotrajectory is assumed and normal."

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Queering the teacher as a text in the english language arts classroom: Beyond books, identity work and teacher preparation

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Queering the teacher as a text in the english language arts classroom: Beyond books, identity work and teacher preparation

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Kedley, K. E. (2015). Queering the teacher as a text in the english language arts classroom: Beyond books, identity work and teacher preparation. Sex Education, 15(4), 364–377.

" – the subconscious reinforcing of sex and gender binaries – that upholds the dominance of the institution of heterosexuality. "
LGBTQ students positioned as other. Students all come with different experiences.  "To queer something, then, asks questions about ‘the taken-for-granted assumptions we make about categories and the supposedly stable relations among them " Single stories/ dominant narratives. Teacher as text.

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Moving from Inaction to Action: Challenging Homo- and Transphobia in Middle School English 

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Moving from Inaction to Action: Challenging Homo- and Transphobia in Middle School English 

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Miller, H. (cody) C. (2020). Moving from Inaction to Action: Challenging Homo- and Transphobia in Middle School English Language Arts. Middle Grades Review. https://digitalcommons.brockport.edu/ehd_facpub/29/

Was talking about how he wasn't exposed to these stories in seventh grade and how that can be dangerous for students.
In this article, we suggest that not discussing LGBTQ topics in middle school is an action

Schools can never be removed from the historical, social, and cultural contexts in which they are situated. Schools have a long history of being tools of oppression (Kumashiro, 2000; Kumashiro & Ngo, 2007; Sensoy & DiAngelo, 2017), in which dominant ideologies are replicated through curricular and pedagogical decisions that perpetuate homo- and transphobic systems (Cerezo & Bergfeld, 2013; Quinn & Meiners, 2011; Ryan & HermannWilmarth, 2018; Ullman & Ferfolja, 2015)

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Speculating the Queer (In)Human: A Critical, Reparative Reading of Contemporary LGBTQ Picturebooks. In Journal of Children’s Literature

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Speculating the Queer (In)Human: A Critical, Reparative Reading of Contemporary LGBTQ Picturebooks. In Journal of Children’s Literature

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Wargo, J. M., & Coleman, J. J. (2021). Speculating the Queer (In)Human: A Critical, Reparative Reading of Contemporary LGBTQ Picturebooks. In Journal of Children’s Literature; Las Vegas volume (Vol. 47, Issue 1, pp. 84–96). Children’s Literature Assembly. http://login.proxy.lib.uiowa.edu/login?url=https://www.proquest.com/scholarly-journals/speculating-queer-human-critical-reparative/docview/2575543763/se-2

"HISTORICALLY, EARLY lesbian, gay, bisexual, transgender, and queer-inclusive (LGBTQ+) picturebooks deployed representations of (in)human characters (i.e., birds, bunnies, shapeshifters, and more) to open readers to queer subjects (Young, 2019). "

Fantastic more-than-humans, hybrid species, and animals, queer (in)human characters invite speculation beyond the dehumanizing violence of queer abjection and toward reparative futures (Luciano & Chen, 2015, 2019).

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“Racism just isn’t an issue anymore”: Preservice teachers’ resistances to the intersections of sexuality and race. Teaching and Teacher Education

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“Racism just isn’t an issue anymore”: Preservice teachers’ resistances to the intersections of sexuality and race. Teaching and Teacher Education

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Shelton, S. A., & Barnes, M. E. (2016). “Racism just isn’t an issue anymore”: Preservice teachers’ resistances to the intersections of sexuality and race. Teaching and Teacher Education, 55, 165–174. https://doi.org/10.1016/j.tate.2016.01.008

"We examine race in relation to sexuality.

Participants historicized race and contemporized sexuality.

Participants resisted intersecting race with sexuality.

Intersectionality is essential to teacher education."

" a critical need to incorporate more discussions in teacher education focused on intersectionality, and societal positions privilege, and specifically on examining race as a contemporary concern."

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Reading the Rainbow: LGBTQ-Inclusive Literacy Instruction in the Elementary Classroom by Caitlin L. Ryan and Jill M. Hermann-Wilmarth

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Reading the Rainbow: LGBTQ-Inclusive Literacy Instruction in the Elementary Classroom by Caitlin L. Ryan and Jill M. Hermann-Wilmarth

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Ryan, C. L., & Hermann-Wilmarth, J. M. (2018). Reading the Rainbow: LGBTQ-Inclusive Literacy Instruction in the Elementary Classroom. Teachers College Press.

This professional development book for teachers comes in three parts; Part one - how to teach LGBTQ+ inclusive material explicitly in your classroom. Part two - how to teach LGBTQ+ themes through canonically straight books. And part three - thinking beyond the text.