ABSTRACT
Through mobilizing the work of scholars in queer theory, sexuality studies, and educational research, this chapters unpacks the power and potential in reading lesbian, gay, bisexual, transgender, queer, and two-spirit (LGBTQ2) youth writing as resistance. Drawing on data from a longitudinal study examining how LGBTQ2 youth of color used writing as a mechanism to navigate, combat, and speak back to inequality, it extends the work of recent resource-based pedagogies (e.g., culturally sustaining pedagogy) to center the queer/quare in youth culture. Calling for a [q]ulturally sustaining pedagogy, this chapter uses a series of empirical snapshots to illustrate how imagining classroom spaces as [q]ulturally sustaining is to invite educators and researchers alike to rethink how we see, learn from, listen to, and work with LGBTQ2 children and youth.
