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Queering Critical Literacy and Numeracy for Social Justice

Navigating the Course

  • Book
  • © 2019

Overview

Authors:
  1. Summer Melody Pennell

    1. Truman State University, Kirksville, USA

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  • Features new research into the implications of critical literacy on middle school students
  • Situates queer pedagogy within a broad theoretical and interdisciplinary lens
  • Disseminates findings for ELA and math teachers, as well as for teaching across the curriculum
  • Includes recommendations for education researchers using queer pedagogy and social justice frameworks

Part of the book series: Queer Studies and Education (QSTED)

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Table of contents (8 chapters)

  1. Front Matter

    Pages i-xix
    Download chapter PDF

  2. Learning in Motion: Kayaking Lessons

    • Summer Melody Pennell
    Pages 1-9

  3. School, Community, and Students: The River

    • Summer Melody Pennell
    Pages 11-32

  4. Math for a Cause: Preparation for the Journey

    • Summer Melody Pennell
    Pages 33-54

  5. Students Moving Out of Their Comfort Zones: Primary and Secondary Stability

    • Summer Melody Pennell
    Pages 55-72

  6. Moments of Active Reflection: Eddies

    • Summer Melody Pennell
    Pages 73-88

  7. Going Around Learning Obstacles: Portages

    • Summer Melody Pennell
    Pages 89-102

  8. Moving Forward When Faced with Learning Difficulties: Rolling a Kayak

    • Summer Melody Pennell
    Pages 103-116

  9. Conclusions and Implications: The Take Out

    • Summer Melody Pennell
    Pages 117-136

  10. Back Matter

    Pages 137-141
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Keywords

About this book

This volume explores the value of using queer pedagogy in an interdisciplinary middle school classroom to promote a better understanding of social justice and the social construction of knowledge among students. In the course of the study, which combined student-centered literacy and mathematical inquiries through a social justice lens, students used critical literacy skills to research social justice topics, learned to read numerical data like traditional print text, and created and solved their own math problems. In bringing together critical mathematics and critical literacy through a queer lens, the author offers new ways of thinking that challenges norms and helps students embrace new concepts of learning for the modern era.





Reviews

Queering Critical Literacy and Numeracy for Social Justice offers a unique contribution to the fields of social justice education, teacher education, interdisciplinary teaching, ethnographic educational research, and queer pedagogy. Drawing on queer pedagogy’s practice of questioning norms and binaries, Dr. Pennell engages her students in critical reading strategies relevant to media and information literacy while highlighting the dangers of relying on or believing in singular answers. Conceptualizing mathematics as processes that are open to interpretation rather than as a field of discrete problems and solutions, Pennell fosters critical thinking in her students and readers. In this thought-provoking book Dr. Pennell weaves kayaking as a metaphor for learning throughout her analysis as well as her reflectionson her own teaching and research. (Susan Woolley, Associate Professor of Educational Studies and LGBTQ Studies, Colgate University, USA)

Authors and Affiliations

  • Truman State University, Kirksville, USA

    Summer Melody Pennell

About the author

Summer Melody Pennell is Assistant Professor of English Education at Truman State University, USA. Her research interests include teacher education, critical literacy, new literacies, queer theory and pedagogy, and young adult literature. 

Bibliographic Information

  • Book Title: Queering Critical Literacy and Numeracy for Social Justice

  • Book Subtitle: Navigating the Course

  • Authors: Summer Melody Pennell

  • Series Title: Queer Studies and Education

  • DOI: https://doi.org/10.1007/978-3-030-11584-5

  • Publisher: Palgrave Macmillan Cham

  • eBook Packages: Education, Education (R0)

  • Copyright Information: The Editor(s) (if applicable) and The Author(s) 2019

  • Hardcover ISBN: 978-3-030-11583-8Published: 19 February 2019

  • eBook ISBN: 978-3-030-11584-5Published: 08 February 2019

  • Series ISSN: 2946-2274

  • Series E-ISSN: 2946-2282

  • Edition Number: 1

  • Number of Pages: XIX, 141

  • Number of Illustrations: 13 b/w illustrations, 1 illustrations in colour

  • Topics: Curriculum Studies, Literacy, Critical Thinking, Alternative Education, Learning & Instruction

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