A Powerful Pathway to Queering Collaboratively

This study examines how three middle school literacy educators collaboratively queered their curriculum within a "Community of Practice" (Lave & Wenger, 1991, p. 98), focusing on the challenges, tensions, and transformative learning that emerged from this work. Using a narrative inquiry approach, it captures how teachers engaged in critical reflection, curriculum redesign, and classroom implementation to integrate LGBTQIA+ perspectives into their humanities instruction. Findings highlight five key themes: (1) the shift from token representation to structural curricular change, (2) the role of emotional and professional support in overcoming institutional barriers, (3) the importance of intersectionality in addressing the complexities of identity within literacy education, (4) students’ enthusiastic engagement with queer-inclusive texts and discussions, and (5) teachers' increased confidence and agency in implementing queer pedagogies. This research highlights the power of teacher collaboration in creating more inclusive and affirming learning spaces. It emphasizes the need for ongoing professional development, institutional support, and policies that move beyond performative inclusion toward a sustained commitment to anti-oppressive education. By documenting the lived experiences of teachers engaged in queering literacy curricula, this study contributes to critical conversations on teacher learning, curriculum transformation, and the future of inclusive education.