“The term “all genders” would be more appropriate”: Reflections on teaching trauma literature to a gender fluid youth

Authors

  • Amber Moore University of British Columbia

DOI:

https://doi.org/10.20360/langandlit29362

Abstract

This paper reflects on a qualitative case study where a trauma text was taught in high school English for the purposes of analyzing students’ written responses. One gender fluid participant provided particularly compelling ideas and impressions; as such, this project revisits this data. Because self-defined identities are important (Zamani-Gallaher, 2017) and there is a lack of understanding of LGBTQ school experiences (Ressler & Chase, 2009), this paper aims to address this gap. Using intersectional feminism and narrative inquiry, this study finds that the gender fluid participant positioned themselves as ‘the equity person’ (Ahmed, 2017) through ally and accomplice work. 

Author Biography

Amber Moore, University of British Columbia

Amber Moore is a SSHRC-funded PhD candidate and Killam Laureate at the University of British Columbia studying language and literacy education with the Faculty of Education. Her research interests include adolescent literacy, feminist pedagogies, teacher education, and trauma literature, particularly YA sexual assault narratives. She also enjoys writing poetry and creative nonfiction. Email: amberjanellemoore@gmail.com

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Published

2019-02-04

How to Cite

Moore, A. (2019). “The term “all genders” would be more appropriate”: Reflections on teaching trauma literature to a gender fluid youth. Language and Literacy, 21(1), 57–74. https://doi.org/10.20360/langandlit29362

Issue

Vol. 21 No. 1 (2019)

Section

Articles

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