Restorying in Elementary Social Studies Education: Using a Pedagogy of Insurgency to Decenter Cisheteronormativity in Anti-LGBTQ+ Contexts
Saved in:
| Title: | Restorying in Elementary Social Studies Education: Using a Pedagogy of Insurgency to Decenter Cisheteronormativity in Anti-LGBTQ+ Contexts |
|---|---|
| Language: | English |
| Authors: | James Joshua Coleman, Maia Sheppard |
| Source: | Social Studies and the Young Learner. 2024 37(1):18-23. |
| Availability: | National Council for the Social Studies. 8555 Sixteenth Street #500, Silver Spring, MD 20910. Tel: 800-683-0812; Tel: 301-588-1800; Fax: 301-588-2049; e-mail: membership@ncss.org; Web site: http://www.socialstudies.org |
| Peer Reviewed: | Y |
| Page Count: | 6 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Elementary Education |
| Descriptors: | LGBTQ People, Elementary Education, Social Studies, Teaching Methods, Story Telling, Picture Books, Directed Reading Activity |
| ISSN: | 1056-0300 |
| Abstract: | Embracing the call to reimagine education, the authors discuss "restorying"--a speculative form of storytelling--to advance insurgent pedagogies and LGBTQ+ wisdom within social studies education, particularly within anti-LGBTQ+ elementary contexts. In this article, the authors first define "restorying" and detail how it functions as a process of speculative storytelling relevant to LGBTQ+ history. They then review literature that highlights restorying's connection to social studies education and a pedagogy of insurgency. Finally, they demonstrate how elementary educators might deploy restorying while teaching one civic-themed picturebook, "Grace for President." Through an instructional guide organized by pre-, during, and post-reading activities, the authors illustrate how teachers can integrate restorying into their social studies pedagogy, doing so in ways that invite students to story LGBTQ+ lives. While many teachers' metaphorical hands are tied by today's draconian legislation, students' minds are not. Elementary educators can design learning that invites young people to bring LGBTQ+ history and wisdom into their classrooms, and restorying provides one insurgent pedagogy for doing so. |
| Abstractor: | ERIC |
| Entry Date: | 2024 |
| Access URL: | https://www.socialstudies.org/social-studies-and-young-learner/37/1 |
| Accession Number: | EJ1444687 |
| Database: | ERIC |
| Abstract: | Embracing the call to reimagine education, the authors discuss "restorying"--a speculative form of storytelling--to advance insurgent pedagogies and LGBTQ+ wisdom within social studies education, particularly within anti-LGBTQ+ elementary contexts. In this article, the authors first define "restorying" and detail how it functions as a process of speculative storytelling relevant to LGBTQ+ history. They then review literature that highlights restorying's connection to social studies education and a pedagogy of insurgency. Finally, they demonstrate how elementary educators might deploy restorying while teaching one civic-themed picturebook, "Grace for President." Through an instructional guide organized by pre-, during, and post-reading activities, the authors illustrate how teachers can integrate restorying into their social studies pedagogy, doing so in ways that invite students to story LGBTQ+ lives. While many teachers' metaphorical hands are tied by today's draconian legislation, students' minds are not. Elementary educators can design learning that invites young people to bring LGBTQ+ history and wisdom into their classrooms, and restorying provides one insurgent pedagogy for doing so. |
|---|---|
| ISSN: | 1056-0300 |
