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Running Head: LITERATURE 5

Title: Literature

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How to use the book in a classroom setting or in explaining and creation empathy together with an understanding of queer identities

These books are important books for classroom lessons since they talk about relationships, sexuality, and identity. As a teacher, you can form children into acting groups and give them the character’s names. Through this, the children will learn more about the books as well as gaining a deeper understanding of them. They will understand that those children born as transgender is not their wish and they need to have good relationships with them as a way of building their esteem and relationships (Stryker & Whittle, 2013). They will also learn ways of living together with them without discrimination. It will help them understand that being born differently is not a misfortune and that we should all live together without segregation.

While the children are acting the play it is vital to listen to the language in use and respond to every hurtful word. Ensure you speak up when words like gay emerge even if its aim is not harmful. Let them know that these children are not different from them the only difference is that they are born differently. Instil in them that discrimination of transgender is a stupid and boring act and no one should embrace it. It will also help in the creation of empathy and through this, the children will live harmoniously.

Use an inclusive communication method by saying good morning all instead of good morning girls and boys. As a teacher tell your students to turn in papers instead of referring to each paper ad her or his paper. When addressing a child parents do not use mum or dad but use parents or families to address the issues of transgender in children. Ask queries on clarifying on respectful communications regarding gender identity and sexual orientation. It will help in knowing issues that are affecting those children, for instance, discrimination. Formulate charts that depict pictures with children who are transgender or not to show that they can interact with other children freely.

As a teacher, you have to increase access and awareness concerning relationships, sexuality, and identity issues. Let it be simple for children to talk and discuss gender identities and sexual orientation (Russell & Horn, 2017). For example, set up days of celebrating transgender children as a way of embracing them as part of society. Create an inclusive policy for all students. It will be through welcoming and celebration of children’s differences in sexual orientations, gender identities, and expression. Construct strategies in understanding the diverse culture in which we stay in the school environment. The books will help children in understanding queer identities as well as ways of living with transgender children.

Summary of George by Alex Gino

The switching and combination in George of gender identities give various opportunities among children (Gino, 2020). First, the gender fluidity as a construct, that female and male, she and he do not have a meaning for each individual. It helps in acknowledgment of the way gender language may be powerful and when directed to an individual who does not recognize their identity in the assigned label confines.

The significance of having a chance for asking questions concerning gender conventions may not be seen when placed in the violence statistics, suicide in the community, and poor mental health. George gives recognition for young learners who cannot find the characters they may relate to in conventional literature (Supersummary, 2019). It gives all learners who have interest and engagement to the point of entry for conversation concerning identity and gender. The moment’s Melissa uses reading as a concern and what it is meant by language surrounding and transgender makes it important for learning chances in every child. Exclusion and discrimination often stem from having fear, which may be attributed to a lack of knowledge, and via Melissa’s improvement on the trans-community and readers.

In a Queer Time and Place Chapter “Queer Temporality and Postmodern Geographies” by Judith Halberstam

Queer is utilized in the allowance of the exploration in the creation of what helps in the normative or non-normative space and time (Halberstam & Halberstam, 2015). It is important since it’s excluded or included and what are institutions and politics that do it. It is high as the institutions or logics that are used in the organization of our daily lives of ablest, homophobic, sexist, and racist. I will utilize queer time as a critique tool on the policies or structures which utilize normatively as oppression via the rules of the bodies (Haggerty, 2015).

Spatial and temporal frameworks are utilized during the interrogation of many ways that power may be ordained on the body (Dutilleul, 2015). Having the body as the changeless element, we see the way normative structuring of space and time is used in the fulfilment of capitalist ideology. The ordering of the community institution motivates the movement of bodies in the normal schema. The ones having the life patterns are out of this, exist in the temporalization, spatializations, and non-normative.

Halberstam shows the thinking power of resistance via spatial and temporal terms. Halberstam’s theories are in existence in temporal and spatial frameworks which are alternative as being out of necessity and choice. It is seen in the formation of non-familial with the basis of a living community, subcultures, gender, and sexual identities, bending a linear period of narrative that is out of the gender binary (Taylor & Francis Group, 2020).


Dutilleul, P. (2015). Spatio-temporal heterogeneity: Concepts and analyses. Cambridge University Press.

Russell, S. T., & Horn, S. S. (2017). Sexual orientation, gender identity, and schooling: The nexus of research, practice, and policy. Oxford University Press.

Stryker, S., & Whittle, S. (2013). The transgender studies reader. Routledge.

Taylor & Francis Group. (2020). Law, politics and the gender binary. Routledge.

Gino, A. (2020). Rick: A George novel. Scholastic UK.

Haggerty, G. E. (2015). undefined. John Wiley & Sons.

Halberstam, J. J., & Halberstam, J. (2015). In a queer time and place: Transgender bodies, subcultural lives. NYU Press.

Supersummary. (2019). Study guide: George by Alex Gino (SuperSummary).

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