Section I: Inquiring Into Identity and Positioning Assembled Identities and Intersectional Advocacy in Literacy Research Carol Brochin 1 Abstract In this article, I present an overview of intersectionality, and its critiques as well as make visible how it is enacted in elementary school classrooms. I focus primarily on issues of gender expression, sexuality, and family diversity as a way of centering the role of advocacy in our work as teachers and researchers. Many language arts teachers, especially those in bilingual and multicultural settings, already practice inclusivity with students who bring diversity of languages and literacies to the class- room. Expanding these practices to include attention to gender expression, sexuality, and family diversity is an example of how an intersectional lens builds upon what most teachers are already doing—creating classrooms that explicitly reflect the intersec- tional identities of students. I conclude with a focus on how elementary school teachers can draw from students’ multiple identities and develop intersectional advocacy in their classrooms and schools. Keywords intersectionality, advocacy, LGBTQ issues, bilingual education, feminist theory “Our approach to freedom need not be identical, but it must be intersectional and inclusive. It must extend beyond ourselves.” Transwoman writer, activist, and revo- lutionary of color, Janet Mock declared these strategic words in her speech at the 1 Department of Teaching, Learning, and Sociocultural Studies (TLS), University of Arizona, Tucson, AZ, USA Corresponding Author: Carol Brochin, Department of Teaching, Learning, and Sociocultural Studies (TLS), University of Arizona, 1430 E. Second Street, Tucson, AZ 85721, USA. Email: cbrochin@email.arizona.edu Literacy Research: Theory, Method, and Practice 2018, Vol. 67, 164-179 ª The Author(s) 2018 Article reuse guidelines: sagepub.com/journals-permissions DOI: 10.1177/2381336918786890 journals.sagepub.com/home/lrx