Positioning children's literature to confront the persistent avoidance of LGBTQ topics among elementary preservice teachers

Abstract

Using a queer theory and disrupting heteronormativity framework, we applied a model lesson in the elementary methods course to understand preservice teachers’ experiences with LGBTQ individuals and families and their beliefs about utilizing children's literature portraying LGBTQ families in the elementary classroom. Participants reported a range of personal experiences with LGBTQ individuals and families and relatively positive responses to the family text set presented but wavered on LGBTQ themed books due to perceived conflict, religious beliefs, and ideas about what is appropriate content for young learners. A discussion of the findings also includes preservice teachers’ intentions for future teaching related to LGBTQ topics. Implications for teacher education and social studies education are explored.

“Relembrando os tempos de escola”: A homofobia na perspectiva de estudantes universitários / “Remembering school days”: Homophobia from the perspective of university students

“…Uma pesquisa norte americana realizada com 105 futuros professores, indivíduos que estavam se preparando para a docência, apontou que embora os participantes concordassem com a importância de abordar a temática das famílias LGBTQI+ nas aulas do Ensino Fundamental, cerca de 70% reportaram desconforto com a inclusão de tais tópicos. Eles indicaram não se sentir preparados para abordar abertamente a questão das famílias LGBTQI+, pois não sabiam o que fazer ou como responder a essas questões (Buchanan et al, 2019). Souza et al (2017) também perceberam que a maioria dos docentes pesquisados por eles apontou a falta de (in)formações significativas acerca das temáticas diversidade sexual e sexualidade durante a formação inicial e continuada.…”

“…Considerando o importante papel que os docentes têm nas vidas dos estudantes vulneráveis, como dos estudantes LGBTQI+ , uma vez que podem ser criadores de ambientes inclusivos em sala de aula (Buchanan et al, 2019), é necessário um treinamento adequado para intervir em situações de homofobia (Russell, 2011). A preparação de futuros professores deve permitir a exploração de suas crenças, investigação de materiais de ensino, e conscientização da necessidade de abordar temas controversos em sala de aula (Buchanan et al, 2019). Qualquer ação de combate ou prevenção da violência homofóbica deve ter como ponto de partida a conscientização das comunidades educativas acerca do problema, primeiro passo para a prevenção da violência nas práticas cotidianas (Espejo, 2018).…”

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

“…Particularly, seeking out diversity in their reading selections can help students develop their self-worth and understand how to participate in a society with all types of people, providing the role of a "mirror" for some students and a "window" through which students can view experiences other than their own (Bishop, 1990). The concept of mirror and window is particularly important for LGBTQ elementary-aged students as this is the developmental period where they are engaged with and observing many different types of people around them as they develop basic social-emotional skills, such as empathy and understanding differences in people that they meet (Buchanan et al, 2020). For LGBTQ students, however, if they do not see themselves (mirror) in class material, such as picture books, they may develop a sense of isolation and feel that there is something wrong with them (Snapp et al, 2015).…”

Gendered identity: Reminders of equality through art and fiction

“…If we avoid using our subjects to help define and explore identity (Buchanan et al, 2020), we are ultimately making schools less accepting, less safe (Hsieh and Meng-Jung, 2021) and archaically stereotypical for all children who live in a more forward thinking 21st century (Wolfgang, 2020). Reddy (2018) questions the value of the current teaching canon by asking "how can [educators] contribute to a society that is non-racial, nonsexist, and non-discriminatory, where all people can recognize each other's differences.…”