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

Journal of Social Studies Research - Tập 44 - Trang 169-184 - 2020
Lisa Brown Buchanan1, Christina Tschida2, Elizabeth Bellows3, Sarah B. Shear4
1The University of North Carolina Wilmington, Watson College of Education, 601 South College Road, Wilmington, NC 28403, United States
2East Carolina University, College of Education, 235 Speight Bldg., Greenville, NC 27858, United States
3Appalachian State University, Reich College of Education, ASU Box 32047, Boone, NC 28608-2047, United States
4Pennsylvania State University, Altoona, PA 16601, United States

Tóm tắt

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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