Teaching Queer Critical Literacies

Intersectional Considerations for a German ELT Classroom

Abstract

The constant negotiation of gender and sexuality – socially, politically, and individually – influences our thinking and actions in all areas of life, including education. Yet, the incorporation of such topics is tabooed in the classroom. This paper contains a unit that embeds queer lifeworlds in already existing fields from the curriculum. It aims to demonstrate the instruction for challenging the cis- and heteronormative gaze in ELT. More specifically, it argues that teachers should centralize the students’ personal interests to promote social justice. Therefore, the framework of queer critical literacies is suitable as it not only focuses on the education of gender and sexual diversity but also examines the reflection of underlying power dynamics, structural marginalization, knowledge, and agency. This cannot be done without an intersectional approach that provides a realistic and holistic view of identity.