Lesbian Parents' Perceptions of Children's Picture Books Featuring Same-Sex Parented Families

Autor/inn/en	Cloughessy, Kathy; Waniganayake, Manjula
Titel	Lesbian Parents' Perceptions of Children's Picture Books Featuring Same-Sex Parented Families
Quelle	In: Early Years: An International Journal of Research and Development, 39 (2019) 2, S.118-131 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-5146
DOI	10.1080/09575146.2017.1342225
Schlagwörter	LGBTQ People; Parent Attitudes; Homosexuality; Childrens Literature; Picture Books; Family Characteristics; Early Childhood Education; Decision Making; Foreign Countries; Teaching Methods; Females; Family Environment; Australia + Suchen Sie Ihr Suchwort? Elternverhalten; Homosexualität; 'Children''s literature'; Kinderliteratur; Picture book; Bilderbuch; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Decision-making; Entscheidungsfindung; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Weibliches Geschlecht; Familienmilieu; Australien
Abstract	Children's picture books featuring same-sex parented families have been suggested as a powerful resource in leading change in the struggle against heteronormativity in early childhood education. At present, little is known about lesbian parents' perceptions of how picture books in their homes and in early childhood settings can influence children's understandings about families. This study captured the voices of eleven lesbian parents as part of a larger project on their experiences with early childhood settings in Australia. Analysis of the interviews identified four key themes: silence, timing, struggle and limits. This discussion shows that whilst these books have some value in honouring diversity, more care is needed in considering their limitations. Queer Theory informed this study and offers important insights for educators to consider when making pedagogical decisions in resisting heteronormativity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01