Voice to Diverse Gender and Sexual Identities through Gendered Literacy
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Summary
This article examines the difficulties faced by individuals with diverse sexual and gender identities and suggests ways in which teachers, educators, and practitioners can create inclusive and informed classrooms in which individuals who have been historically marginalized based on race, gender, and/or culture can thrive. This article examines best practices for gendered literacy pedagogy and their implications.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Chi Chang, University of Washington
The author is a graduate student at the University of Washington, Seattle. He is working on concurrent degrees under the College of Education: Language, Literacy, and Culture and Master of Arts for Teachers of English to Speakers of Other Languages. His research centers on the underrepresentation of invisible discourses for the vulnerability of LGBTQ+ communities and seeks to elevate the multivocality of all ESL and transnational students, further placing them at the core of an equity-oriented approach. You may contact him at qq1436799@gmail.com.
