In celebration of鈥�鈥痶his June, we鈥檝e gathered articles published in 楼凤天堂’s award-winning journal of ideas in the past year. These articles uplift LGBTQIA+ educators and scholarship while providing helpful research and insights for teachers supporting LGBTQIA+ students.听
鈥�鈥� by Stephanie Anne Shelton
Trauma-informed pedagogy offers strategies to support LGBTQIA+ students, even when teachers navigate anti-LGBTQIA+ mandates.听
鈥�鈥� by Chelsea Bock
This article serves as a guide for novice ally English language arts teachers and for teachers who wish to strengthen their allyship efforts in the English language arts classroom.听
鈥�鈥� by Claire Collins, Grace MyHyun Kim, and Jimmy McLean
As a space for educators to discuss the teaching of LGBTQIA+ literature, online communities can offer support, hope, and resistance at a time of book banning, censorship, and marginalization of LGBTQIA+ students.听
鈥�鈥� by shea wesley martin and Henry 鈥淐ody鈥� Miller
Reflecting on their facilitation of an online book club for LGBTQIA+ youth, the authors discuss the importance of teaching queer histories, making space for youth critique, and following the lead of LGBTQIA+ youth when reading and teaching queerly.听
鈥�鈥� by Stephanie Anne Shelton, Nadia Behizadeh, and Caroline B. Rabalais
Two educators employ a framework for humanizing pedagogy to reflect on attention to LGBTQIA+ identities in their teaching.听
鈥�鈥� by Stephanie Anne Shelton
Answers to teachers鈥� common questions offer resources for being an LGBTQIA+ teacher ally and emphasize that doing so is both possible and important.