ABSTRACT
This study answered a call for a grant to improve undergraduate interdisciplinary writing. However, given that we noticed resistance to topics and centered on LGBTQIA+ topics, we centered our proposal for the grant on combating heteronormativity with preservice elementary teacher candidates. The original intent of the study was to produce a digital repository of texts for classroom use. However, we discovered was a continuum of attitudes and artifacts that we denoted as “Dimensions of Allyship.” We shifted the focus to engagement with and advocacy for, LGBTQIA+ students to create this model of ally-citizenship. Utilizing a qualitative case study approach, we designed activities and had members of the local LGBTQIA+ community come work with our students in two courses over two semesters. While the content of these courses was different, we utilized a theoretical framework of queer pedagogy to encourage students to read and write through the perspective of queer theory.
