Author ORCID Identifier
https://orcid.org/0000-0003-2112-4830
Abstract
The author describes how teachers and community advocates can defend the use of LGBTQIA+ Young Adult Literature in the secondary classroom by aligning teaching ideas to the Common Core State Standards (CCSS) for English. Through analyzing student work from two secondary English methods courses, the author found that students were able to find ways to teach the majority of the domains of ELA: reading literary fiction, reading informational texts, writing, and speaking and listening. Students also justified their pedagogical ideas with scholarship from English education. Rather than seeing LGBTQIA+ texts as outliers, the evidence shows they can be used to teach the standard ELA curriculum.
Methodological Approach
Qualitative
DOI
https://doi.org/10.60808/9an1-b955
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Recommended Citation
Pennell, S. M. (2026). Defending LGBTQIA+ Young Adult Literature in Classrooms: A Secondary English Methods Assignment. Journal of Queer and Trans Studies in Education, 3(3). https://doi.org/10.60808/9an1-b955
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Included in
Lesbian, Gay, Bisexual, and Transgender Studies Commons, Secondary Education and Teaching Commons
