Gay Penguins, Sissy Ducklings ... and Beyond? Exploring Gender and Sexuality Diversity through Children's Literature

Autor/in	DePalma, Renée
Titel	Gay Penguins, Sissy Ducklings ... and Beyond? Exploring Gender and Sexuality Diversity through Children's Literature
Quelle	In: Discourse: Studies in the Cultural Politics of Education, 37 (2016) 6, S.828-845 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0159-6306
DOI	10.1080/01596306.2014.936712
Schlagwörter	Elementary School Teachers; Childrens Literature; Gender Differences; Sexuality; Homosexuality; Sexual Identity; Sexual Orientation; Social Attitudes; Family Structure; Teaching Methods; Foreign Countries; Social Bias; Documentaries; Video Technology; Interviews; Reading Material Selection; United Kingdom + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; 'Children''s literature'; Kinderliteratur; Geschlechterkonflikt; Sexualität; Homosexualität; Geschlechtsidentität; Sexuelle Identität; Sexuelle Orientierung; Social attidude; Soziale Einstellung; Familienkonstellation; Familiensystem; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Documentary film; Documentary films; Dokumentarfilm; Interviewing; Interviewtechnik; Großbritannien
Abstract	From 2006 to 2008 UK-based primary school teachers in the "No Outsiders" project explored possibilities for addressing sexualities equality in their classrooms. What all teachers had in common was a resource pack that included 27 children's books exploring themes of gender and sexuality diversity either directly or indirectly (i.e. by the presence of same-sex parents or gender non-normative characters). While such books have the potential to productively trouble the heteronormative spaces of schools by the mere presence of characters who do not conform to sex/gender/sexuality expectations, some of them have also been criticized for reproducing heteronormative family structures and implicit values and failing to go beyond "vanilla strategies" that feel safe in primary school settings. The experiences and reflections of the "No Outsiders" project members can help educators plan not only which kinds of literature to use but also how to incorporate such texts into the curriculum. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01