'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

Explores early childhood teachers’ use of picturebooks that include gender diverse children and lesbian-and gay-parented family content. Highlights teacher support for, or silencing of, children’s working theories about possibilities for gender change and two-mother or two-father parents during the...

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Bibliographic Details
Published in:Waikato Journal of Education 2022, Vol.27 (1), p.133-146
Main Authors: Morgan, Kathryn, Surtees, Nicola
Format: Article
Language:English
Subjects:
Attitudes
Children and homosexuality
Curricula
Early Childhood Education
Early Childhood Teachers
Foreign Countries
Gay-parent families in literature
Gender Differences
Gender Issues
Heterosexism
Homosexuality
LGBTQ People
Parents
Picture Books
Picture books for children
Prevention
Sexuality
Social Bias
Social Theories
Student Attitudes
Teaching Methods
Themes, motives
Young Children
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Summary:Explores early childhood teachers’ use of picturebooks that include gender diverse children and lesbian-and gay-parented family content. Highlights 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 in order to make a case for expanding the curriculum beyond the limits of heteronormativity. Offers practice recommendations for facilitating picturebook sessions to this end. Source: National Library of New Zealand Te Puna Matauranga o Aotearoa, licensed by the Department of Internal Affairs for re-use under the Creative Commons Attribution 3.0 New Zealand Licence.
ISSN:2382-0373
1173-6135
2382-0373
DOI:10.15663/wje.v26i1.893