Assembled Identities and Intersectional Advocacy in Literacy Research

Autor/in	Brochin, Carol
Titel	Assembled Identities and Intersectional Advocacy in Literacy Research
Quelle	In: Literacy Research: Theory, Method, and Practice, 67 (2018) 1, S.164-179 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2381-3369
DOI	10.1177/2381336918786890
Schlagwörter	Elementary Schools; Teacher Role; Researchers; Gender Issues; Sexuality; Family Structure; Family Characteristics; Language Arts; Bilingual Education; Student Diversity; Inclusion; Educational Environment; Elementary School Teachers; Elementary School Students; Identification (Psychology); Sexual Orientation; Sexual Identity + Suchen Sie Ihr Suchwort? Elementary school; Grundschule; Volksschule; Lehrerrolle; Researcher; Forscher; Geschlechterfrage; Sexualität; Familienkonstellation; Familiensystem; Sprachkultur; Bilingual teaching; Bilingualer Unterricht; Inklusion; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Sexuelle Orientierung; Geschlechtsidentität; Sexuelle Identität
Abstract	In this article, I present an overview of intersectionality, and its critiques as well as make visible how it is enacted in elementary school classrooms. I focus primarily on issues of gender expression, sexuality, and family diversity as a way of centering the role of advocacy in our work as teachers and researchers. Many language arts teachers, especially those in bilingual and multicultural settings, already practice inclusivity with students who bring diversity of languages and literacies to the classroom. Expanding these practices to include attention to gender expression, sexuality, and family diversity is an example of how an intersectional lens builds upon what most teachers are already doing--creating classrooms that explicitly reflect the intersectional identities of students. I conclude with a focus on how elementary school teachers can draw from students' multiple identities and develop intersectional advocacy in their classrooms and schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01