Thomas, Misty2022-06-302022-06-302019Thomas, M. (2019). “I am a conversation”: Media literacy, queer pedagogy, and Steven Universe in college curriculum. Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy. 6(3) http://journaldialogue.org/issues/v6-issue-3/i-am-a-conversation-media-literacy-queer-pedagogy-and-steven-universe-in-college-curriculum/2378-2331http://journaldialogue.org/issues/v6-issue-3/i-am-a-conversation-media-literacy-queer-pedagogy-and-steven-universe-in-college-curriculum/http://nur.nu.edu.kz/handle/123456789/6340The recent cartoon show on Cartoon Network Steven Universe allows for the blending of both queer theory and media literacies to create a pedagogical space for students to investigate and analyze not only queerness, but also normative and non-normative identities. This show creates characters as well as relationships that both break with and subvert what would be considered traditional masculine and feminine identities. Additionally, Steven Universe also creates a space where sexuality and transgender bodies are represented. This paper demonstrates both the presence of queerness within the show and the pedagogical implications for using this piece of media within a college classroom. Keywords: Popular culture; Steven Universe; Queer Theory; Media Literacy; pedagogyenAttribution-NonCommercial-ShareAlike 3.0 United StatesType of access: Open AccessArticle