Hope and Resistance in Teachers’ Online Discussions around LGBTQIA+ Literature

References

1. American Library Association (2023, April). The state of America’s libraries 2023: Libraries adapt and innovate in the midst of record-breaking censorship challenges. https://www.ala.org/news/sites/ala.org.news/files/content/state-of-americas-libraries-report-2023-web-version.pdf
   [Google Scholar]
2. Bartmess M., Talbot C., O’Dwyer S. T., Lopez R. P., Rose K. M., & Anderson J. G. (2022) Using Twitter to understand perspectives and experiences of dementia and caregiving at the beginning of the COVID-19 pandemic. Dementia, 21 (5), 1734–1752.
   [Google Scholar]
3. Blair E. E., & Deckman S. L. (2019) “We cannot imagine”: US preservice teachers’ Othering of trans and gender creative student experiences. Teaching and Teacher Education, 86, Article 102915. https://doi.org/10.1016/j.tate.2019.102915
   [Google Scholar]
4. Borsheim-Black C., Macaluso M., & Petrone R. (2014) Critical literature pedagogy: Teaching canonical literature for critical literacy. Journal of Adolescent & Adult Literacy, 58 (2), 123–133.
   [Google Scholar]
5. Carpenter J. P., Morrison S. A., Craft M., & Lee M. (2020) How and why are educators using Instagram? Teaching and Teacher Education, 96, Article 103149. https://doi.org/10.1016/j.tate.2020.103149
   [Google Scholar]
6. The Florida Senate (2022) CS/CS/HB 1557. https://www.flsenate.gov/Session/Bill/2022/1557/BillText/er/PDF
   [Google Scholar]
7. Freire P. (1970) Pedagogy of the oppressed. Continuum.
   [Google Scholar]
8. Freire P., & Macedo D. (1987) Literacy: Reading the word and the world. Routledge.
   [Google Scholar]
9. Garcia A., Loomis L., & Teasley A. (2018, July 31). Guidelines for dealing with censorship of instructional materials. National Council of Teachers of English. https://ncte.org/statement/censorshipofnonprint/
   [Google Scholar]
10. Honore S. A. (2023) Care-full curricular conversations: A challenge worth facing. English Journal, 112 (4), 29–34.
    [Google Scholar]
11. Kelly N., & Antonio A. (2016) Teacher peer support in social network sites. Teaching and Teacher Education, 56, 138–149.
    [Google Scholar]
12. Kim G. M. (2019) “Do they really do that in Korea?”: Multicultural learning about Korea through Hallyu media. Learning, Media and Technology, 44 (4), 473–488.
    [Google Scholar]
13. Krutka D. G., Carpenter J. P., & Trust T. (2017) Enriching professional learning networks: A framework for identification, reflection, and intention. TechTrends, 61, 246–252.
    [Google Scholar]
14. Kumashiro K. K. (2000) Toward a theory of anti-oppressive education. Review of Educational Research, 70 (1), 25–53.
    [Google Scholar]
15. Linville D., & Harper R. (2021) Reading between the lines: Discussing LGBTQ+ YA literature with teachers. English Journal, 111 (1), 89–91.
    [Google Scholar]
16. Meehan K., Friedman J., Baêta S., & Magnusson T. (2023, September 21). Banned in the USA: The mounting pressure to censor. PEN America. https://pen.org/report/book-bans-pressure-to-censor/
    [Google Scholar]
17. Movement Advancement Project (2024) Equality maps: LGBTQ curricular laws. Retrieved April 1, 2024, from https://www.lgbtmap.org/equality_maps/curricular_laws
    [Google Scholar]
18. Muls J., Triquet K., Vlieghe J., De Backer F., Zhu C., & Lombaerts K. (2019) Facebook group dynamics: An ethnographic study of the teaching and learning potential for secondary school teachers. Learning, Media, and Technology, 44 (2), 162–179.
    [Google Scholar]
19. National Council of Teachers of English (2018, October 25). The students’ right to read. https://ncte.org/statement/rightto readguideline/
    [Google Scholar]
20. Niccolini A. D. (2015) Precocious knowledge: Using banned books to engage in a youth lens. English Journal, 104 (3), 22–28.
    [Google Scholar]
21. Nieto S. (2010) Language, culture, and teaching: Critical perspectives (2nd ed.). Routledge.
    [Google Scholar]
22. Penguin Random House n.d. Banned books resources hub. https://www.penguinrandomhouse.com/articles/banned-books-resources/)?
    [Google Scholar]
23. Schey R. (2019) Youths’ choices to read optional queer texts in a high school ELA classroom: Navigating visibility through literacy sponsorship. English Education, 52 (1), 38–69.
    [Google Scholar]
24. Schey R. (2023) Literacy (dis)orientations in a secondary classroom: Possibilities and limits of an intersectional LGBTQ+-inclusive curriculum. Reading Research Quarterly, 58 (1), 25–43.
    [Google Scholar]
25. Schroeder S., Curcio R., & Lundren L. (2019) Expanding the learning network: How teachers use Pinterest. Journal of Research on Technology in Education, 51 (2), 166–168.
    [Google Scholar]
26. Shelton S. A. (2019) A narrative examination of sociocultural factors’ effects on LGBTQ teacher ally work. English Education, 51 (3), 292–315.
    [Google Scholar]
27. Shelton S. A., & Brooks T. (2021) Everyday reflections and addressing racism and LGBTQ+ issues. English Journal, 110 (6), 92–94.
    [Google Scholar]
28. Staudt Willet K. B., & Carpenter J. P. (2021) A tale of two subreddits: Change and continuity in teaching-related online spaces. British Journal of Educational Technology, 52 (2), 714–733.
    [Google Scholar]
29. Texas Legislature. (2023) SB no. 17. https://capitol.texas.gov/tlodocs/88R/billtext/pdf/SB00017I.pdf
    [Google Scholar]
30. Thein A. H. (2013) Language arts teachers’ resistance to teaching LGBT literature and issues. Language Arts, 90 (3), 169–180.
    [Google Scholar]
31. Trust T. (2017) Using cultural historical activity theory to examine how teachers seek and share knowledge in a peer-to-peer professional development network. Australian Journal of Educational Technology, 33 (1), 98–113.
    [Google Scholar]
32. Vuong O. (2019) On Earth we’re briefly gorgeous. Penguin Press.
    [Google Scholar]
33. Waterloo S. F., Baumgartner S. E., Peter J., & Valkenburg P. M. (2018) Norms of online expressions of emotion: Comparing Facebook, Twitter, Instagram, and WhatsApp. New Media & Society, 20 (5), 1813–1831.
    [Google Scholar]