Queering Intersectional Literacies to Redefine Female Sexualities: A Case Study

Autor/in	Shelton, Stephanie Anne
Titel	Queering Intersectional Literacies to Redefine Female Sexualities: A Case Study
Quelle	In: Literacy Research: Theory, Method, and Practice, 67 (2018) 1, S.228-243 (16 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Shelton, Stephanie Anne)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2381-3369
DOI	10.1177/2381336918786737
Schlagwörter	Preservice Teachers; English Teachers; Literacy; Reader Response; Sexuality; Females; Homosexuality; Theories; Consciousness Raising; Classics (Literature); Teaching Methods; Social Influences; Cultural Influences; Social Theories; English Instruction + Suchen Sie Ihr Suchwort? English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Alphabetisierung; Schreib- und Lesefähigkeit; Leserbrief; Sexualität; Weibliches Geschlecht; Homosexualität; Theory; Theorie; Bewusstseinsbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Sozialer Einfluss; Cultural influence; Kultureinfluss; Gesellschaftstheorie; English langauage lessons
Abstract	Based on a 1-year interview-based case study of a preservice English teacher, this article considers the limitations of both intersectional literacies and reader-based responses to texts. In an effort to address students' problematic discussions of female sexuality, the participant implemented a queer pedagogy that emphasized alterity, or the examination of "other," while pushing students into spaces of discomfort and uncertainty. Using Chaucer's "Wife of Bath's Tale" as the basis of her approach, the teacher and her students' engagement with literacy practices necessarily shifted when they began to interrogate cultural norms and sites of uneasiness in relation to school-mandated texts. The article concludes with a discussion of the ways that literacy practices are necessarily and constantly mediated through sociopolitical contexts and personal understandings, though readers' individual perspectives cannot be the sole basis of reading practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01