Facilitating LGBTQIA+ Allyship through Multimodal Writing in the Elementary Classroom

Dunkerly, Judith M.; Poplin, Julia; Taylor, Valerie

doi:10.4324/9781003110934

Cited by 1 publication

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“…In our current age of divisive political rhetoric, historic, and systemic racial inequities, as well as the attempted erasure of LGBTQIA+ identities within and outside of schools (Dunkerly et al, 2022), there is an urgent and profound need for children's literature with a social justice lens to be mindfully included in our classrooms and curriculum. Recent legislation in states, such as Indiana, Tennessee, Texas, and Florida to unfortunately name but a few, serve as a warning in real time of the need to imbue our classrooms and practice with approaches centered on empathy, mutual respect, and advocacy.…”

Section: Introductionmentioning

confidence: 99%

A Glimmer of Hope for Tomorrow: Conversations with the 2022 Social Justice Literature Award Winners

Dunkerly¹,

Moffit²

2023

The Reading Teacher

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Against a backdrop of legislation aimed at classroom book bannings and efforts to whitewash curriculum, this article draws from interviews with the winners of the 2022 International Literacy Association's Social Justice Literature Award winners to offer hope and inspiration for literacy teachers, researchers, and most importantly, young readers. Utilizing a World Cafe approach, the authors of this article talk with the award winners about their personal stories, the origins of these social justice books, and their message for students, teachers, and caregivers in these tumultuous times. It concludes with a discussion of the use of social justice texts in the classroom and the importance of the continued need for diverse representation in children's and young adult literature.

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Section: Introductionmentioning

confidence: 99%