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Restorying in Elementary Social Studies Education: Using a Pedagogy of Insurgency to Decenter Cisheteronormativity in Anti-LGBTQ+ Contexts

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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
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  Data: 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
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  Data: 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.
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      – SubjectFull: Picture Books
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      – TitleFull: Restorying in Elementary Social Studies Education: Using a Pedagogy of Insurgency to Decenter Cisheteronormativity in Anti-LGBTQ+ Contexts
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