Sources
This page includes articles that were important in developing this work. These articles are academic theory which can be difficult to read. One tip is to focus on the abstract, discussion, and conclusion. The abstract is a summary of the whole paper while the discussion and conclusion focus on the takeaways of the research. Many of these articles may be difficult to access if you are not affiliated with a university. Publicly accessible links are included when available. Visiting a local university or contacting the author of a paper are possible options if a paper is not publicly accessible. All articles are cited in APA format.
I want to read about the concept of counternarratives:
Andrews, M. (2002). Introduction: Counter-narratives and the power to oppose.
Delgado, R. (1995). Legal storytelling: Storytelling for oppositionists and others. Critical race theory: The cutting edge, 267-277.
Solorzano, D. G., & Yosso, T. J. (2001). Critical race and LatCrit theory and method: Counter-storytelling. International journal of qualitative studies in education, 14(4), 471-495.
Wagaman, M. A., Obejero, R. C., & Gregory, J. S. (2018). Countering the norm,(re) authoring our lives: The promise counterstorytelling holds as a research methodology with LGBTQ youth and beyond. International Journal of Qualitative Methods, 17(1), 1609406918800646.
I want to read about identity and critical schooling:
Yosso, T. J. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race, Ethnicity, and Education, 8, 69–91.
Antrop‐González, R., & De Jesús, A. (2006). Toward a theory of critical care in urban small school reform: Examining structures and pedagogies of caring in two Latino community‐based schools. International Journal of Qualitative Studies in Education, 19(4), 409-433.
Jimenez, R. M. (2020). Community cultural wealth pedagogies: Cultivating autoethnographic counternarratives and migration capital. American Educational Research Journal, 57(2), 775-807.
Paris, D. (2011). ‘A friend who understand fully’: Notes on humanizing research in a multiethnic youth community. International Journal of Qualitative Studies in Education, 24(2), 137-149.
Valenzuela, A. (2010). Subtractive schooling: US-Mexican youth and the politics of caring. State University of New York Press.
I want to read about LGBTQ+ students and youth:
Asakura, K. (2017). Paving pathways through the pain: A grounded theory of resilience among lesbian, gay, bisexual, trans, and queer youth. Journal of Research on Adolescence, 27(3), 521-536.
Dessel, A. B., Kulick, A., Wernick, L. J., & Sullivan, D. (2017). The importance of teacher support: Differential impacts by gender and sexuality. Journal of adolescence, 56, 136-144.
Gamache, P., & Lazear, K. J. (2009). Asset-based approaches for lesbian, gay, bisexual, transgender, questioning, intersex, and two-spirit (LGBTQI2-S) youth and families in systems of care.
Greteman, A. J. (2016). Queer thrival. Critical concepts in queer studies and education, 309-317.
Joyce, H. D. (2015). School connectedness and student–teacher relationships: A comparison of sexual minority youths and their peers. Children & Schools, 37(3), 185-192.
Kennedy, N. (2022). Deferral: the sociology of young trans people’s epiphanies and coming out. Journal of LGBT Youth, 19(1), 53-75.
Kosciw, J. G., Clark, C. M., & Menard, L. (2022). The 2021 National School Climate Survey: The experiences of LGBTQ+ youth in our nation's schools. A Report from GLSEN. Gay, Lesbian and Straight Education Network (GLSEN).
Shilo, G., Antebi, N., & Mor, Z. (2015). Individual and community resilience factors among lesbian, gay, bisexual, queer and questioning youth and adults in Israel. American journal of community psychology, 55(1), 215-227.
I want to read academic theory about LGBTQ+ teachers:
Lee, C. (2020). Why LGBT Teachers May Make Exceptional School Leaders. Frontiers in Sociology, 5, 50.
Lin, H., Trakulkasemsuk, W., & Zilli, P. J. (2020). When queer meets teacher: A narrative inquiry of the lived experience of a teacher of English as a Foreign Language. Sexuality & Culture, 24(4), 1064-1081.
Martin, K. R. (2022). Rainbow Beard and the Unicorn Knight: Queer and Trans Thrival and Queering Professionalism in Teacher Education.
Poteat, V. P. (2017). Gay-Straight Alliances: Promoting Student Resilience and Safer School Climates. American Educator, 40(4), 10.
Schey, R. (2020). Shifting from Knowing What to Knowing How: Centering Queer Knowledges and Activist Teaching Narratives in English Education. In Brant, C. A., & Willox, L. (Eds.), Teaching the Teachers: LGBTQ Issues in Teacher Education (pp. 109-29). Information Age Publishing.
Taylor, D. M. (2018). LGBTQ music educators: External mentoring between student teachers and in-service teachers. Bulletin of the Council for Research in Music Education, (216), 65-86.
Wright, T., Smith, N. J., & Whitney, E. (2019). LGBT Educators' Perceptions of Safety and Support and Implications for Equity-Oriented School Leaders. Journal of Educational Leadership and Policy Studies, 3(2).
I want to read about counternarratives as pedagogy:
Frith, J., & Richter, J. (2021). Building participatory counternarratives: Pedagogical interventions through digital placemaking. Convergence, 27(3), 696-710.
Gachago, D. (2014). Using Digital Counterstories as Multimodal Pedagogy among South African Pre‑service Student Educators to produce Stories of Resistance. Electronic Journal of e-learning, 12(1), pp 29-42.
Schroeter, S. (2013). “The way it works” doesn't: Theatre of the Oppressed as Critical Pedagogy and Counternarrative. Canadian Journal of Education/Revue canadienne de l'éducation, 36(4), 394-415.