Be Who You Are: Exploring Representations of Transgender Children in Picturebooks

Autor/in	Crawley, Stephen Adam
Titel	Be Who You Are: Exploring Representations of Transgender Children in Picturebooks
Quelle	In: Journal of Children's Literature, 43 (2017) 2, S.28-41 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1521-7779
Schlagwörter	LGBTQ People; Content Analysis; Picture Books; Adolescent Literature; Self Concept; Race; Social Class; Sexual Identity; Gender Differences; Peer Relationship; Teacher Student Relationship; Family Relationship; Diversity + Suchen Sie Ihr Suchwort? Inhaltsanalyse; Picture book; Bilderbuch; Adolescent; Adolescents; Literature; Jugend; Jugendalter; Jugendlicher; literatur; Selbstkonzept; Rasse; Abstammung; Social classes; Soziale Klasse; Geschlechtsidentität; Sexuelle Identität; Geschlechterkonflikt; Peer-Beziehungen; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	The publication of children's and young adult literature inclusive of LGBTQ (lesbian, gay, bisexual, transgender, and queer) characters has steadily increased in recent years (Möller, 2014; Naidoo, 2012; Sapp, 2010). Such texts provide windows and mirrors (Bishop, 1990) for children to see reflections of themselves, to have their or their loved ones' identities validated, or to learn about others who may be different from them. Research points to the need for and benefits of heightened inclusion of books with LGBTQ characters and content in schools to foster increasingly welcoming and supportive spaces for all young learners (e.g., Ryan, Patraw, & Bednar, 2013; Schall & Kauffmann, 2003; Souto-Manning & Hermann-Wilmarth, 2008). A crucial first step is to consider what literature is available, which identities are being portrayed or excluded, and what explicit and implicit messages are conveyed. Conducting a critical content analysis, the author highlights picturebooks featuring transgender child protagonists and problematizes representations of race, social class, gender identity, and gender performance. (ERIC).
Anmerkungen	Children's Literature Assembly. e-mail: info@childrensliteratureassembly.org; Web site: https://www.childrensliteratureassembly.org/journal.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01