Youth disrupting traditional notions of gender identity and sexual orientation through writing

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Amy Vetter, Professor (Creator)
The University of North Carolina at Greensboro (UNCG )
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Abstract: The purpose of this study is to examine how three young writers (grades 9-12) used writing to disrupt traditional notions of gender and sexual orientation both in and out of school. Findings from the qualitative study suggest that the three case studies engaged in out-of-school writing that created characters that challenged gender and heteronormative stereotypes, used a wide range of texts to learn about gender, and sexual orientation, and articulated the complexities of writing about issues of social justice. In school, the young writers engaged in critical conversations and negotiated safe spaces. Implications suggest specific ways that educators can use writing as a space for students to explore these issues both in and out of the classroom.

Additional Information

Ubiquity: Journal of Literature, Literacy, and the Arts. 4(2), 57-106
Language: English
Date: 2017
writing, gender, sexual orientation, secondary English

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