Cammie Kim Lin | New York University (original) (raw)

Papers by Cammie Kim Lin

ProQuest LLC eBooks, 2013

The Alan Review, Oct 10, 2014

Occasional Paper Series, May 1, 2017

Describing how she became a queer-inclusive teacher-even while working in a conservative communit... more Describing how she became a queer-inclusive teacher-even while working in a conservative community-Jennifer, a veteran English teacher, said: At the time I don't think I was aware of what was happening, other than to say that, eventually, cracks of light were coming into a space they hadn't been in before. And I just think once you have one crack and another crack and then light, it starts changing the shape of the landscape. The landscape Jennifer describes started with clear boundaries demarcating sexual and gender identities and experiences: "normal" meant heterosexual and gender conforming. Everything else was deviant, yet still easy to categorize and essentialize. As a young woman struggling to understand her own sexuality and pushing back against her socially conservative upbringing and education, cracks of lighther growing understanding of the intricacies of sexuality, identity, and experience-began to change the shape of that landscape. Over time, she developed a commitment to providing an education that, unlike her own, creates the conditions for exploring the depth and complexity of the landscape. Jennifer is a teacher I had the honor of knowing while conducting a qualitative research study of teachers who make their classrooms inclusive of lesbian, gay, bisexual, transgender, and queer or questioning (LGBTQ) issues and content. Growing out of that study, as well as work in a range of other educational contexts, this article focuses on elementary education and children's literature. It aims to engage in a conversation not only about the value of including LGBTQ content in the classroom, but queering pedagogy in a way that disrupts narrow understandings and beliefs about sexual and gender identity and experience.

English Education, 2000

... 306 Page 9. Puidokas Spinning the Web culture shock as we collectively spin the complex web... more ... 306 Page 9. Puidokas Spinning the Web culture shock as we collectively spin the complex web of interactions which, ultimately, defines diversity. Note * All of the names used for students are pseudonyms. Works Cited Adams, M., Bell, L, & Griffin, P. (1997). ...

This dissertation is a qualitative multiple case study examining the experiences of one middle an... more This dissertation is a qualitative multiple case study examining the experiences of one middle and two high school English teachers who incorporate literature with lesbian, gay, bisexual, transgender, or questioning (LGBTQ) content and queer issues in their classes. The teachers' intentions, methods, and experiences are examined through the lenses of queer pedagogy and critical multiculturalism. What emerge are portraits of teachers who, to varying degrees and through various methods, work against homophobia, heterosexism, and heteronormativity while attending to their students' social-emotional, intellectual, and academic needs. They do so through their curriculum and instruction, as well as their personal interactions and participation in activities outside of the English classroom. This study asserts that the impulses of critical multicultural education and queer pedagogy are the same; both seek to disrupt hegemonic understandings of what is normal. However, existing theory and professional literature from the two fields largely neglect one another. Through an analysis of relevant theory and of the participants' teaching practices, this study advances a vision of queer-inclusive critical multiculturalism. Practical implications of the study include recommendations and a call to action for secondary English classroom teachers and teacher educators. To illustrate what a queer-inclusive critical multicultural pedagogy might look like in practice in a secondary English classroom, a sample curriculum is offered.

Engaging with Multicultural YA Literature in the Secondary Classroom, 2019

In this chapter of the upcoming (March 2019) Critical Approaches for Critical Educators: Engaging... more In this chapter of the upcoming (March 2019) Critical Approaches for Critical Educators: Engaging with Multicultural Young Adult Literature in the Secondary Classroom, edited by Ricki Ginsberg & Wendy Glenn, the author theorizes an "alloy identity theory," rendering multicultural/multiethnic/multiracial identities as stronger than the sum of their parts. Applying the theory to the young adult novel Little & Lion, she suggests teaching methods that engage adolescent readers in developing an alloy lens.

Describing how she became a queer-inclusive teacher—even while working in a conservative communit... more Describing how she became a queer-inclusive teacher—even while working in a conservative community—Jennifer, a veteran English teacher, said: At the time I don't think I was aware of what was happening, other than to say that, eventually, cracks of light were coming into a space they hadn't been in before. And I just think once you have one crack and another crack and then light, it starts changing the shape of the landscape. The landscape Jennifer describes started with clear boundaries demarcating sexual and gender identities and experiences: " normal " meant heterosexual and gender conforming. Everything else was deviant, yet still easy to categorize and essentialize. As a young woman struggling to understand her own sexuality and pushing back against her socially conservative upbringing and education, cracks of light— her growing understanding of the intricacies of sexuality, identity, and experience—began to change the shape of that landscape. Over time, she developed a commitment to providing an education that, unlike her own, creates the conditions for exploring the depth and complexity of the landscape. Jennifer is a teacher I had the honor of knowing while conducting a qualitative research study of teachers who make their classrooms inclusive of lesbian, gay, bisexual, transgender, and queer or questioning (LGBTQ) issues and content. Growing out of that study, as well as work in a range of other educational contexts, this article focuses on elementary education and children's literature. It aims to engage in a conversation not only about the value of including LGBTQ content in the classroom, but queering pedagogy in a way that disrupts narrow understandings and beliefs about sexual and gender identity and experience.

In this chapter of Pedagogies of Kindness and Respect: On the Lives and Education of Children, ed... more In this chapter of Pedagogies of Kindness and Respect: On the Lives and Education of Children, edited by P.L. Thomas, Paul R. Carr, Julie A. Gorlewski, and Brad J. Porfilio, Cammie Kim Lin draws on queer theory and critical multiculturalism to illustrate what she calls queer literacy pedagogy.

In this article, the author outlines a vision for queer-inclusive critical multiculturalism to be... more In this article, the author outlines a vision for queer-inclusive critical multiculturalism to be used as a framework for the teaching of queer young adult literature. Classroom anecdotes, teacher reflections, and numerous novels are explored through this framework. The author advocates for expanding the body of literature taught to secondary English students to include queer-inclusive titles, and to position that literature as artifacts of and sites for the exploration of social construction and interaction, making moves toward more adequately meeting the academic, intellectual, social, and civic needs of all students. For this article, Cammie Kim Lin was awarded the 2014 Nilsen-Donelson Award for best article published in The ALAN Review during a particular volume year, in recognition of excellence in scholarship in the field of young adult literature.

[In this article published in English Education, the author] reconfigures the very process of map... more [In this article published in English Education, the author] reconfigures the very process of map-making as conversational and curricular web-weaving in her story about her Brooklyn seventh graders. In a sense, the story of her classroom may be seen as an illustration of the ways Gutierrez sees "diversity and differences are resources for learning," though through it she makes clear that she and her students' ways of working with "diversity" depend on a situated, local, constructed notion of differences: "in making space for and trying to provide opportunities for conversations to happen and relationships to develop, issues of social identity and diversity are inevitably present. Each member of our community constantly spins multiple strands of the web, sometimes connecting to and spinning past or over them." (David Schaafsma, Ruth Vinz, and Randi Dickson, excerpted from the their Editorial introduction, "Mapping Differences, Telling Tales," of the same issue of English Education.)

This study asserts that the impulses of critical multicultural education and queer pedagogy are the same; both seek to disrupt hegemonic understandings of what is normal. However, existing theory and professional literature from the two fields largely neglect one another. Through an analysis of relevant theory and of the participants' teaching practices, this study advances a vision of queer-inclusive critical multiculturalism.

Practical implications of the study include recommendations and a call to action for secondary English classroom teachers and teacher educators. To illustrate what a queer-inclusive critical multicultural pedagogy might look like in practice in a secondary English classroom, a sample curriculum is offered.

The St. Dymphna Project: Engagements with Democracy and Teaching English. Draper, Andrew; Puidok... more The St. Dymphna Project: Engagements with Democracy and Teaching English.

Draper, Andrew; Puidokas, Cammie Kim; Schaafsma, David; Widmer, Kirsten
English Education, v33 n1 p51-72 Oct 2000

Provides personal narratives of four teachers regarding their work to create more democratic classrooms in urban settings. Explores the issues of authority and democracy in day-to-day teaching in the areas of (1) authority, democracy, and relationships; (2) formations; (3) authority and democracy in the writing workshop; and (4) reformations.

TELLING TEACHING STORIES: THE IMPORTANCE OF SHARED INQUIRY IN BEGINNING TO TEACH Draper, Andrew... more TELLING TEACHING STORIES:
THE IMPORTANCE OF SHARED INQUIRY IN BEGINNING
TO TEACH

Draper, Andrew; Puidokas, Cammie Kim; Schaafsma, David; Tendero, Antonio; & Widmer, Kirsten. (2001) Telling teaching stories: The importance of shared inquiry in beginning to teach. California English, 15(3), 6-8.