Abstract
This article explores the use of paired queer literature as a tool for fostering critical literacy and intersectional understanding in K–12 educational settings. Grounded in the belief that literature should serve as both a mirror and a window for students (Bishop, 1990), the paper argues for the inclusion of LGBTQ+ narratives to challenge dominant heteronormative frameworks that pervade U.S. school culture. By pairing texts that reflect diverse sexual orientations, gender identities, and intersecting social identities, educators can cultivate inclusive classrooms that affirm all students’ experiences. The paper provides a framework for selecting high-quality, developmentally appropriate LGBTQ+ texts across grade levels and offers practical activities and critical literacy questions designed to promote dialogue, empathy, and student activism. Drawing from theories of intersectionality and social justice education, this work emphasizes the importance of representation and the role of literature in helping students recognize and critique systems of oppression. Ultimately, the article positions queer literature not only as a means of identity affirmation but also as a catalyst for equity, empathy, and collective transformation within the classroom.
Recommended Citation
Pearson, Ferial and Lemke, Jennifer L.
(2026)
"Using Paired Queer Literature to Foster Critical Literacy and Intersectionality,"
Journal of Curriculum, Teaching, Learning and Leadership in Education: Vol. 11:
Iss.
1, Article 2.
Available at:
https://digitalcommons.unomaha.edu/ctlle/vol11/iss1/2
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Early Childhood Education Commons, Elementary Education Commons, Language and Literacy Education Commons, Secondary Education Commons