Teaching Queer Visual Metaphors: Clothing, Queer Literacies, and Picture Books

ABSTRACT Queer picture books disrupt binary notions of gender by making visible and validating alternative gendered ways of being, often using visual metaphors, such as clothing, to introduce ideas of gender nonconformity. Productive reading of queer picture books therefore requires attention to how children move from literal to inferential to evaluative comprehension of clothing metaphors, and to the cultural meanings of dress that shape their inferences. This article offers classroom strategies aligned to these comprehension components, enabling teachers to become sponsors of queer literacies, facilitate critical conversations about gender and foster welcoming, inclusive classrooms. Teaching with queer critical hopefulness, educators can support young readers to develop practices for critically examining how clothing operates as metaphor—both opening up possibilities and closing down assumptions about gender—so students learn to read, question, and act with greater empathy, equity, and social justice.