In celebration of Pride Month this June, we’ve gathered articles published in NCTE’s award-winning journal of ideas English Journal in the past year. These articles uplift LGBTQIA+ educators and scholarship while providing helpful research and insights for teachers supporting LGBTQIA+ students.
“Trauma-Informed Strategies to Support LGTQIA+ Students in Contentious and Impossible Contexts” by Stephanie Anne Shelton
Trauma-informed pedagogy offers strategies to support LGBTQIA+ students, even when teachers navigate anti-LGBTQIA+ mandates.
“A Guide to Strengthening Teacher Allyship amid Anti-LGBTQ+ Policy Efforts” by Chelsea Bock
This article serves as a guide for novice ally English language arts teachers and for teachers who wish to strengthen their allyship efforts in the English language arts classroom.
“Hope and Resistance in Teachers’ Online Discussions around LGBTQIA+ Literature” by Claire Collins, Grace MyHyun Kim, and Jimmy McLean
As a space for educators to discuss the teaching of LGBTQIA+ literature, online communities can offer support, hope, and resistance at a time of book banning, censorship, and marginalization of LGBTQIA+ students.
“Like a Love/Hate Story: Reckoning with Adultism and Youth Critique in Intergenerational LGBTQ+ Literacy Spaces” by shea wesley martin and Henry “Cody” Miller
Reflecting on their facilitation of an online book club for LGBTQIA+ youth, the authors discuss the importance of teaching queer histories, making space for youth critique, and following the lead of LGBTQIA+ youth when reading and teaching queerly.
“Celebrating Queer Voices in ELA Education: Employing Humanizing Pedagogy to Affirm LGBTQIA+ Students” by Stephanie Anne Shelton, Nadia Behizadeh, and Caroline B. Rabalais
Two educators employ a framework for humanizing pedagogy to reflect on attention to LGBTQIA+ identities in their teaching.
“Supporting LGBTQIA+ Teacher Allies in Impossible Contexts: Resources for Agency and Action” by Stephanie Anne Shelton
Answers to teachers’ common questions offer resources for being an LGBTQIA+ teacher ally and emphasize that doing so is both possible and important.