Reading the rainbow: LGBTQ-inclusive literacy instruction in the elementary classroom

Hartman, Paul

doi:10.1080/19361653.2018.1533908

Cited by 8 publications

(13 citation statements)

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“…While heterosexuality and traditional families may be most common, we cannot ignore that other identities not only exist in the public around children but are most often already a part of our classroom communities. Whether diverse family identities and intersectionalities exist in our classrooms, we are responsible for providing windows to others' experiences and families through our classroom materials and lessons (Adichie, 2009;Asher, 2002;Ryan & Hermann-Wilmarth, 2018). This ongoing privileging of heterosexuality and traditional family tokenism (Derman-Sparks, 2016) in teaching materials and classroom dialogues, paired with documented avoidance of LGBTQ-headed families in public school curriculum, illustrates why elementary teacher educators must challenge heteronormativity in their coursework.…”

Section: Discussionmentioning

confidence: 99%

“…Therefore, we assert that the challenge for grappling with teaching controversial issues, regardless of the issue, is a shared responsibility for faculty and course objectives across programs of teacher education. Moreover, we challenge both our own teaching and our peers in elementary social studies education in a call to action, as our literacy education colleagues (e.g., Ryan & Hermann-Wilmarth, 2018) are increasingly ahead of the game compared to elementary social studies education in regards to deliberately using literature to discuss LGBTQ issues and carving out dialogic spaces for preservice teachers to grapple with not if but meaningful methods for how to do this pedagogical work.…”

Section: Discussionmentioning

confidence: 99%

“…For example, Mayo (2016a) described practical approaches for teaching LGBTQ issues like marriage equality, beginning with lessons about fairness and justice with young learners. Ryan and Hermann-Wilmarth (2018) describe what LGBTQ-inclusive literacy can look like in practice through portraits of elementary teachers doing such work, methods for discussion, and concrete approaches. While materials like Mayo's fairness and justice framework and Ryan and Hermann-Wilmarth's LGBTQ-inclusion approach are strong steps in the right direction, there remains a tremendous gap in scholarship which challenges heteronormativity within elementary social studies education.…”

Section: Review Of Relevant Literaturementioning

confidence: 99%

“…A small but growing number of scholars have advocated for the inclusion of children's literature with LGBTQ families in an effort to expand the curriculum of family in early grades (Tschida & Buchanan, 2015DeNicolo & Franquiz, 2006;Fox, 2007;Goldberg, 2014;Hermann-Wilmarth, 2007;Ryan & Hermann-Wilmarth, 2018;Sanders & Mathis, 2013). For example, Krywanczyk (2007) challenged the use of diverse children's literature in research, noting most often participants are engaged in observing or identifying aspects of diversity in book characters but stopping short of holding conversations about difference.…”

Section: Review Of Relevant Literaturementioning

confidence: 99%

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

Buchanan

Tschida

Bellows

et al. 2020

The Journal of Social Studies Research

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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.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Review Of Relevant Literaturementioning

confidence: 99%

Section: Review Of Relevant Literaturementioning

confidence: 99%

See 2 more Smart Citations

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

Buchanan

Tschida

Bellows

et al. 2020

The Journal of Social Studies Research

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“…As Kokozos (2017) explains, LGBTQ+-inclusive social studies curriculum tends to whitewash queer history and thus reinforce white supremacist imaginings of queer community (Bracho & Hayes, 2020). Echoing these concerns, critical literacy scholars have named that intersectionality must be integral to all queer studies work (Blackburn & Smith, 2010;Hermann-Wilmarth & Ryan, 2016;Ryan & Hermann-Wilmarth, 2018;Schey, 2017). Moreover, this research emphasizes the importance of amplifying queer and trans BIPOC community narratives within the ongoing inclusion of LGBTQ+ stories within educational contexts (Boatwright, 2019;Johnson, 2017;miller & Rodriquez, 2016).…”

Section: Composing Practice: Storyingmentioning

confidence: 99%

De-storying Community Narratives: Unimagined Community in Queer Educators’ Small Stories

Coleman

2023

Teachers College Record: The Voice of Scholarship in Education

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Background/Context: Within critical research broadly, scholars increasingly turn to stories and storytelling to pursue equity in educational contexts. Such scholarship does, however, primarily focus on the composition or creation of stories. Expanding the scope of storytelling research, this article turns to queer and trans knowledges to highlight a parallel set of storytelling practices—de-composing practices—and demonstrates their impact on historically marginalized community narratives and the pursuit of equity and justice in the field of education. Purpose/Objective/Research Question or Focus of Study: As critical calls for storying, counter-storytelling, and restorying increase within critical research in education, this article theorizes a parallel literacy practice, de-storying, as part of a set of de-composing practices. Defined as the habitual and often subconscious unimagining of community narratives in alignment with dominant narratives, de-storying shows how certain stories of marginalized communities come to be consistently unimagined. This article focuses particularly on queer community narratives and de-storying’s impact in the form of unimagined ancestors, elders, guardians, and peers. Research Design: A narrative inquiry project, this research study shares data from an inquiry community of nine queer educators. Gathering together 13 times over the course of an academic year, these educators engaged in a structured restorying process and through speculative storytelling reimagined and rewrote narrativized experiences of queerphobia. In particular, small stories demonstrated how de-storying affected these educators’ storytelling practices and, furthermore, revealed that three dominant community narratives (i.e., heteronormativity, queer fatalism, and homonormativity) compressed the potential small stories these educators told. Conclusions/Recommendations: Findings from this project illustrate how de-storying practices resulted in four unimagined community narratives across participants: missing queer ancestors, elders, guardians, and peers. De-storying occurred across various intersections of participants’ identities. Findings from this study advance critical approaches to storytelling by revealing de-storying as one of many potential de-composing practices. This article concludes by inviting the theorization of additional de-composing practices in order to center the most marginalized stories within education—namely, those that are actively unimagined.

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Developing an empathic analysis: Using critical literacy, dialogue, and inquiry with literature to explore the issues with gender labels

Savitz,

Irvin,

Soulen

2024

J Adolescent & Adult Lit

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Book banning and censorship in the U.S. prompts necessary conversations on how critical literacy, dialogue, and inquiry are used in various school and library settings. We share guiding questions alongside three examples of textual analyses centering on gender fluidity with three young adult novels. We believe that English language arts teachers will benefit from seeing examples of how we responded to these texts with critical analysis questions that require students to analyze gender representation and identity within the stories. By developing an empathic analysis, students can engage in this critical work within classrooms and libraries, where reading diverse texts is encouraged.

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Reading the rainbow: LGBTQ-inclusive literacy instruction in the elementary classroom

Cited by 8 publications

References 0 publications

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

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

De-storying Community Narratives: Unimagined Community in Queer Educators’ Small Stories

Developing an empathic analysis: Using critical literacy, dialogue, and inquiry with literature to explore the issues with gender labels

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