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Volume 24, Issue 3
  • ISSN: 1074-4762
  • E-ISSN: 1943-3069


Recent re-theorizations of resource-based pedagogies have shifted the paradigm away from deficit-based responses toward difference and work to sustain it. Gender and sexuality, however, are never taken up as central features in these more pluralistic pedagogies. Developing a [q]ulturally sustaining pedagogy, centering gender and sexuality, this article explores how prospective teachers and their students hacked heteronormativity to remix traditional reads of gender expression and identity in literature. Focusing on prospective teachers enacting a [q]ulturally sustaining stance in pedagogical moments of talk, reflection, and creation, this article highlights the fixity and fluidity of combatting gender inequality, heterosexism, and homophobia in middle grades classrooms.


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  • Article Type: Research Article
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