Mums, dads and the kids: Representations of rainbow families in children’s picture books

Hedberg, Lara; Venzo, Paul; Young, Helen

doi:10.1080/19361653.2020.1779164

Cited by 12 publications

(7 citation statements)

References 15 publications

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“…Although authors of these books have diversified their characters in terms of sexuality and gender identity/expression, research has found an underrepresentation of marginalized populations within the LGBTQ community. For example, Hedberg et al (2020) found that award-winning children's picture books have representations of few sexualities and identities other than lesbian and gay. Therefore, there is a lack of representation of bisexuality, transgender, or queer-identified characters, making it difficult for these students to recognize themselves and understand others in these books.…”

Section: Lgbtq Books For Elementary Educationmentioning

confidence: 99%

Content Analysis of LGBTQ Picture Books for Elementary Education Through an Intersectional Lens

Leung

Adams-Whittaker

2022

Front. Educ.

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Diversity and inclusion have become a critical topic in contemporary society. Children engaging in story time with their family members and teachers can use stories from picture books as an educational tool to illustrate various social settings which provide a window into the wider outside world and a reflection of their own world, a concept known as “mirror and window”. However, LGBTQ representation has not been consistently perceived equitably compared to the heterosexual population, often dehumanized or unrealistic. Many LGBTQ students mentioned the need to see more portrayals of LGBTQ families and increasingly positive and realistic portrayals of LGBTQ characters. One independent publisher, Olly Pike, produces LGBTQ-inclusive picture books to support educators in providing representation and promoting an inclusive space in schools for diversity discussions. This case study utilizes content analysis of five LGBTQ-inclusive picture books from Olly Pike to understand the emerging themes that arise related to the support for LGBTQ and heterosexual students and foster an inclusive space in schools, leading to themes of diversity and representation that benefits critical discussions in schools and classrooms. Inter-rater reliability was established between the two authors for validity of emerging themes. Results revealed seven emerging themes: 1) Diversity and Inclusion (e.g. family structures, sexuality, ethnicity), 2) Daily Life, 3) Anthropomorphism, 4) Stereotypes, and 5) Overarching Educational Goals. Implications of findings reveal the benefit of incorporating LGBTQ-inclusive picture books to facilitate all students’ learning and understanding of SEL skills that largely tie with becoming responsible citizens that is respectful of diversity and specifically for LGBTQ students to see themselves positively represented, fostering a sense of belonging.

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Section: Lgbtq Books For Elementary Educationmentioning

confidence: 99%

Content Analysis of LGBTQ Picture Books for Elementary Education Through an Intersectional Lens

Leung

Adams-Whittaker

2022

Front. Educ.

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“…Много изследвания приемат ЛГБТ книгите за деца като възможност за преодоляване на негативните стереотипи и възпитаване на взаимно уважение, приемане и толерантност (Baker 2013;Hedberg et al 2020;Sanders, Mathis 2013). Някои изследователи обаче изразяват съмнения, че само по себе си включването на ЛГБТ съдържание в учебните програми е достатъчно за постигането на промяна в нагласите и училищния климат.…”

Section: куиър литературата: ефекти и употреби в образователна средаunclassified

Медийни И Научни Дискурси За Един Нов Тип Литература За Деца В България

Georgiev¹

2022

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“…Although high school English literature classes present challenges due to complex language demand (Early & Marshall, 2008), literary texts are powerful tools to start conversations on social issues such as how gender–non‐conforming people are perceived, especially in conservative societies. Children's literature, for instance, could depict diverse aspects of gender and sexual identities (Hedberg, Venzo, & Young, 2020) and assist youth in identity formation and confirmation (Batchelor, Ramos, & Neiswander, 2018). Reading these texts could also help address LGBTQ+ erasure in ELT classes (Gray, 2021).…”

Section: Introductionmentioning

confidence: 99%

Queering a high school EFL literature class in China: Teacher's and student's reflections

Barabas

Jiang

2022

TESOL Journal

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The impetus for diversity, equity, and inclusion in today's classrooms has stimulated further reflection in English language teaching. This is because language classrooms are sites for negotiating and constructing identities (Nelson, 2009) and so there are calls to create pedagogies that provoke students to question their social world and the status quo (Paiz, 2019). The movement encourages the inclusion of gender-sensitive and inclusive learning materials, bearing in mind some form of task typology (Merse, 2021). Moreover, Moore (2014) further explicates on the sociolinguistic competencies that teachers should ideally possess to create safe space for learners. Although high school English literature classes present challenges due to complex language demand (Early & Marshall, 2008), literary texts are powerful tools to start conversations on social issues such as how gender-non-conforming people are perceived, especially in conservative societies. Children's literature, for instance, could depict diverse aspects of gender and sexual identities (Hedberg, Venzo, & Young, 2020) and assist youth in identity formation and confirmation (Batchelor, Ramos, & Neiswander, 2018). Reading these texts could also help address LGBTQ+ erasure in ELT classes (Gray, 2021).An opportunity to introduce Chinese learners to queer issues, and thus queer pedagogy, came when I (Teacher) taught a 2-year English language acquisition course. The course was a requirement of the International Baccalaureate Diploma Programme, a pre-college curriculum. The Chinese students were 17-18 years old in an internationalized institution that mainly enrolled local learners who wanted to pursue college education overseas. The goal of reading queer themed literary texts was to have learners experience narratives or characters who counter or critique pervasive and normative ideologies (Blackburn, Clark, & Martino, 2016) and promote queer literacies (Potter, 2022).

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Mums, dads and the kids: Representations of rainbow families in children’s picture books

Cited by 12 publications

References 15 publications

Content Analysis of LGBTQ Picture Books for Elementary Education Through an Intersectional Lens

Content Analysis of LGBTQ Picture Books for Elementary Education Through an Intersectional Lens

Медийни И Научни Дискурси За Един Нов Тип Литература За Деца В България

Queering a high school EFL literature class in China: Teacher's and student's reflections

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