Drawing on a larger year-long ethnography at a public, urban, comprehensive high school in the Midwestern United States, this article describes the texts students composed in a co-taught sophomore (grade 10) humanities course combining social studies and English language arts. Bringing together sociocultural perspectives on literacy and composition with queer theorizations of time, I argue for the utility of attending not only to time’s multi dimensionality but also its multi directionality. Doing so in writing instruction can help thaw binary polarization and foster more humanizing temporal and in turn ideological movements. To illustrate, I present an ethnographic case of students writing about the history of gendered clothing in 20th-century U.S. society. I examine how different temporal ideologies had consequences for students (not) reproducing antagonistic, polarized binaries with respect to oppressive values, in particular anti-LGBTQIA+ values as they intersect with class, race, and politics. Although my emphasis is how gender and sexuality intertwine with economics, race, and politics, this article suggests that attending to the multidimensionality and multidirectionality of time is a productive site for scholars and educators committed to praxes of justice in writing instruction.

Drawing on a yearlong ethnography I conducted at a public, urban, comprehensive high school in the midwestern United States, in this article I analyze a classroom instructional conversation about gender and trans identities in a sophomore humanities (grade 10) course that combined English language arts and social studies. In the conversation, youth constructed temporalities (i.e., relationships among pasts, presents, and futures) that were out of sync with the temporalities sanctioned by the school. In doing so, they drew on ideologies about gender, religion, race, sexuality, and class. Yet different youth offered futures that were incommensurate, particularly because they clashed over whether temporalities were rigid, fixed, and unchangeable or fluid, variable, multiple, and thus open to change. Being out of sync signaled possibilities, but not guarantees, of more just futures and suggested a need for literacy educators and researchers to rethink the roles of (un)certainty, (in)stability, and (non)linearity in classroom instruction with respect to sexual and gender diversity. In making this argument, I integrate queer and trans theorizations of temporality and futurity with adolescent queer literacies scholarship, specifically the concept of literacy performances.

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