Queering the Politics of Lambda Picture Book Finalists: Challenging Creeping Neoliberalism Through Curricular Innovations

In many instances, adults serve as gatekeepers for what books children are permitted to explore. Unfortunately, this means that most children have limited access to picture books with lesbian, gay, bisexual, transgender, and queer (LGBTQ) characters. In this article, we use queer pedagogy and observ...

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Bibliographic Details
Published in:Journal of homosexuality 2012-08, Vol.59 (7), p.1005-1030
Main Authors: Shimanoff, Susan B., Elia, John P., Yep, Gust A.
Format: Article
Language:English
Subjects:
Adult
Adult Children
Awards
Awards and Prizes
Bisexuality
Books, Illustrated
Child
Children
children's literature
Cultural Diversity
curricular innovations
Curriculum
Family Characteristics
family structures
gays
Gays & lesbians
Gender
Gender Identity
Homophobia
Homosexuality
Homosexuals
Humans
Identity
Identity politics
Lambda Literary Finalists
Lesbianism
lesbians
LGBTQ
LGBTQ studies
Neoliberalism
Pedagogy
picture books
Politics
queer
relationships
Sexism
sexual prejudice
Sexuality
Social Welfare
Transsexualism
United States
Violence
Well Being
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Summary:In many instances, adults serve as gatekeepers for what books children are permitted to explore. Unfortunately, this means that most children have limited access to picture books with lesbian, gay, bisexual, transgender, and queer (LGBTQ) characters. In this article, we use queer pedagogy and observations about neoliberalism to provide a qualitative analysis of LGBTQ characters in picture books which were finalists for a Lambda Literary Award during 2000-2005. We examined the ways in which LGBTQ identities and relationships are negotiated and how sexual prejudice is treated. While it is improbable that the books we analyze would be embraced by proponents of neoliberalism, we also briefly consider some ways in which they may be inadvertently consistent with that perspective. The article closes with recommendations regarding discussion questions, additional readings, and educational activities aimed at guiding children, and adults, to appreciate a diversity of multidimensional identities and family structures, to develop strategies to respond constructively to emotional and physical violence, and to promote the public wellbeing. We hope that this analysis will lead to more frequent, productive, and expansive discussions of this literature among adults and children.
ISSN:0091-8369
1540-3602
DOI:10.1080/00918369.2012.699840