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This chapter examines the locker room practices of Brazil's first transexual (their term) men's amateur soccer team, the Meninos Bons de Bola (MBB), or Soccer Star Boys. Drawing on a photo shoot with the MBB inside the locker room, and on conversations with photographer Isabel Abreu as well as members of the team, this chapter explores the debates surrounding queer and trans body politics amidst the rise of the right in Brazil and the Americas. Taken in 2017 and released in 2018, the photo series capture a moment of political transition in Brazil; the images are taken after the impeachment of Dilma Rousseff and her socialist Workers’ Party and before the election of ultra-rightwing candidate Jair Bolsonaro. Bolsonaro rose to power, in part, by positioning himself against so-called ‘gender ideology’ and attacking marginalized populations, including LGBTQIA+ people. Bolsonarismo and its followers are politically fascist; they believe changing gender norms are linked to Brazil's perceived decline; they claim these shifting norms are humiliating, and respond with nationalism and violence. In this climate, the MBB have shifted their approach to trans politics by becoming more discerning about the teams' visibility and representation. Analysing both the images and their context, this chapter suggests that the Meninos' experiences highlight the connections between political fascism and what queer sport theorist Brian Pronger refers to as Body Fascism. The MBB contest such forms of repression through strategic uses of nudity and through representational choices that insist on the player's humanity and beauty. By asserting that their bodies on the pitch and in the locker room is ‘art, activism and resistance’ (the team's tagline), the MBB fight for trans justice in and through futebol.

Comics and graphic novels can disrupt traditional texts by challenging the “worship of the written word” (Torres, 2019), a feature of white supremacy that perpetuates textual hierarchies within educational spaces. Giving all of our students access to contemporary literature that centers Black youth perspectives is not only important in decolonizing literature education but also in presenting a holistic view of Black childhood. They can be used in the classroom as subjects to challenge stereotypical depictions by centering experiences, ideas, and concepts that are often marginalized in traditional curriculum. Within this chapter, we focus on comics and graphic novels as tools to enact students’ multiliteracies and to analyze visual stories depicting BlackBoy adolescence, using the frameworks of BlackBoy Crit Pedagogy (Bryan, 2022), an equity framework that interrogates the interdisciplinary ways that Black boy students' literacy learning can be formed through the teaching and learning of Blackness, maleness, and the schooling experiences of Black boys. We utilize this framework to analyze the use of diverse comics and graphic novels to facilitate critical conversations of bringing inclusive visual texts into the classroom. We invite practitioners to reimagine curricular ideas and content centered on empowerment and Black boy adolescence and how those ideas are presented to youth through a variety of visual narratives.

This study is part of a participatory design research project and aims to develop and study pedagogical frameworks and tools for integrating computational thinking (CT) concepts and data science practices into elementary school classrooms.

This paper describes a pedagogical approach that uses a data science framework the research team developed to assist teachers in providing data science instruction to elementary-aged students. Using phenomenological case study methodology, the authors use classroom observations, student focus groups, video recordings and artifacts to detail ways learners engage in data science practices and understand how they perceive their engagement during activities and learning.

Findings suggest student engagement in data science is enhanced when data problems are contextualized and connected to students’ lived experiences; data analysis and data-based decision-making is practiced in multiple ways; and students are given choices to communicate patterns, interpret graphs and tell data stories. The authors note challenges students experienced with data practices including conflict between inconsistencies in data patterns and lived experiences and focusing on data visualization appearances versus relationships between variables.

Data science instruction in elementary schools is an understudied, emerging and important area of data science education. Most elementary schools offer limited data science instruction; few elementary schools offer data science curriculum with embedded CT practices integrated across disciplines. This research assists elementary educators in fostering children's data science engagement and agency while developing their ability to reason, visualize and make decisions with data.