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.
