Since the 1990s, there have been increasing calls to “queer” curricula in order to challenge gender and sexuality norms. In this article, I develop a model of queer literacies that understands queer to encompass anti-normative ways of being and recognizes the agentic potential of queer objects to disorient individuals and spaces. I challenge educators to become sponsors of queer literacies in order to disrupt a range of normative ideologies and open up future possibilities in which difference is acknowledged and accepted. I conclude the article by illustrating how a queer object, Shaun Tan's picture book Cicada (2018), might be read using a queer literacies approach to promote critical literacy, social justice, and well-being.

自 1990 年代以来，越来越多的人呼吁开设“酷儿”课程，以挑战性别和性规范。在这篇文章中，我开发了一个酷儿素养模型，该模型将酷儿理解为包含反规范的存在方式，并认识到酷儿对象使个人和空间迷失方向的代理潜力。我挑战教育工作者成为酷儿文学的赞助者，以破坏一系列规范的意识形态并开辟未来的可能性，在这些可能性中，差异被承认和接受。我通过说明如何使用酷儿识字方法来阅读酷儿对象，Shaun Tan 的图画书Cicada (2018) 来促进批判性识字、社会正义和福祉，从而结束这篇文章。