In recent decades, there has been an increase in literacy education research attending to curriculum inclusive of sexual and gender diversity in secondary classrooms. Although valuable, most of this research has focused on the ideational and representational qualities of curriculum and thus has overlooked the significance of composition and genre. Seeking to add this scholarship, I focused on youth choosing to write about queer topics for compositional assignments in a secondary humanities course that combined English language arts and social studies (U.S. studies). Drawing from a broader literacy ethnography conducted at a high school in a Midwestern U.S. city, I argue that youth in the humanities course drew on curricular ideas and genres in their literacy performances in ways that resisted and reified oppressive values. Genres that encouraged extended dialogue resulted in interrogations of cisheteronormativity that were sustained and intersectional. However, youth’s use of genres cited and reproduced racist and cisheteronormative Eurocentric, anti-Black, and assimilationist ideologies. Hence, there is a need for approaches to queer-inclusive curricula that explore intersections of queerness and race and attend to aspects of literacy and language practices beyond ideational and representational content.

中文翻译：

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美国中学课堂上的酷儿作文：类型、引文和语言种族主义

近几十年来，扫盲教育研究有所增加，这些研究涉及中学课堂中包含性和性别多样性的课程。尽管有价值，但大部分研究都集中在课程的概念性和代表性质量上，因此忽略了构图和体裁的重要性。为了增加这项奖学金，我专注于选择在结合了英语语言艺术和社会研究（美国研究）的中学人文课程中为作文作业撰写酷儿主题的年轻人。借鉴在美国中西部城市的一所高中进行的更广泛的扫盲民族志，我认为人文学科中的青年在他们的扫盲表演中借鉴了课程理念和体裁，以抵制和具体化压迫性价值观。鼓励扩展对话的体裁导致了对持续和交叉的 cisheteronormativity 的审问。然而，青年对体裁的使用引用并复制了种族主义和异端规范的欧洲中心主义、反黑人和同化主义意识形态。因此，有必要寻找一种包含酷儿的课程，探索酷儿和种族的交叉点，并关注超越概念和代表性内容的读写能力和语言实践方面。