English Journal - Volume 113, Issue 6, 2024

Five queer and trans educator-scholars of color engage in dialogue about the realities and possibilities of teaching and learning today, particularly for queer and trans youth of color.

This article provides strategies for English teachers to resist bookbanning education policies in their local contexts.

Two teacher educators collectively map and explore sites of difference as relational opportunities for queer resistance within English and Spanish language arts classrooms.

Combining queer pedagogy and critical pedagogy of place, a queer rural place-based pedagogy centers rural queer student experiences to foster rural queer liberation.

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.

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.

Reflecting on their facilitation of an online book club for LGBTQ+ youth, the authors discuss the importance of teaching queer histories, making space for youth critique, and following the lead of LGBTQ+ youth when reading and teaching queerly.

Short stories can support subversive teaching and critical orientations to literary study.

Two educators employ a framework for humanizing pedagogy to reflect on attention to LGBTQIA+ identities in their teaching.

Amy Matthusen describes how she asked her students to help develop her school’s artificial intelligence policy through an extensive collaborative research project.

An author and former school librarian offers a reminder that the world can be a hard place and the young people who live in it deserve books that reflect their lives and experiences.

A candidate in a teacher preparation program leads and researches a queer book club, which invites opportunities for them to foster queer spaces, communities, and visibility in their first year of teaching.

Queer author and illustrator Laura Gao recounts how a mortifying diary entry spins into a meaningful school visit.