This volume explores the value of using queer pedagogy in an interdisciplinary middle school
classroom to promote a better understanding of social justice and the social construction of
knowledge among students. In the course of the study which combined student-centered literacy
and mathematical inquiries through a social justice lens students used critical literacy
skills to research social justice topics learned to read numerical data like traditional print
text and created and solved their own math problems. In bringing together critical mathematics
and critical literacy through a queer lens the author offers new ways of thinking that
challenges norms and helps students embrace new concepts of learning for the modern era.
