"I Can Be a Girl if I Want To": Supporting or Silencing Children's Working Theories during Counter-Heteronormative Picturebook Sessions in Early Childhood Education

Autor/inn/en	Morgan, Kathryn; Surtees, Nicola
Titel	"I Can Be a Girl if I Want To": Supporting or Silencing Children's Working Theories during Counter-Heteronormative Picturebook Sessions in Early Childhood Education
Quelle	In: Waikato Journal of Education, 27 (2022) 1, S.133-146 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1173-6135
Schlagwörter	Foreign Countries; Early Childhood Teachers; Early Childhood Education; Young Children; Picture Books; Gender Differences; LGBTQ People; Homosexuality; Gender Issues; Social Bias; Social Theories; Parents; Teaching Methods; Student Attitudes; New Zealand + Suchen Sie Ihr Suchwort? Ausland; Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Education; Picture book; Bilderbuch; Geschlechterkonflikt; Homosexualität; Geschlechterfrage; Gesellschaftstheorie; Eltern; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Neuseeland
Abstract	Prevailing heteronormative discourses in early childhood education in Aotearoa New Zealand present difficulties for upholding the right of gender diverse tamariki ("children") and lesbian, gay, bisexual, trans, intersex and queer-parented families to experience belonging in equitable, inclusive early childhood settings. The purposeful use of picturebooks that disrupt these discourses can go some way towards mitigating against exclusion. This article draws on the findings of a small-scale qualitative research project that explored early childhood teachers' use of picturebooks that included gender diverse children and lesbian- and gay-parented family content. In highlighting teacher support for or silencing of children's working theories about possibilities for gender change and two mother or two father parents during the picturebook sessions, the article makes a case for expanding the curriculum beyond the limits of heteronormativity. Some practice recommendations for facilitating picturebook sessions are offered to this end. Importantly, teacher preparedness to manage discomfort arising through discussion of topics perceived to be dangerous or risky during such sessions is critical. (As Provided).
Anmerkungen	Wilf Malcolm Institute of Educational Research. Division of Education, University of Waikato, Private Bag 3105, Hamilton 3240, New Zealand. Tel: +64-7-858-5171; Fax: +64-7-838-4712; e-mail: wmier@waikato.ac.nz; Web site: https://wje.org.nz/index.php/WJE
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01