Full Description
This book reports findings of a qualitative study intended to disrupt notions of heteronormativity amongst preservice elementary teachers by engaging them in multimodal writing and text production around issues facing LGBTQIA+ youth.
Against the backdrop of increasing anti-transgender sentiment in the United States, the text highlights the necessity of integrating queered pedagogy in teacher education to facilitate candidates' movement through the continuum and leave them prepared, equipped, and willing to support children identifying as LGBTQIA+. Through analysis of picture books, infographics, and multimodal texts produced by teacher candidates, this cutting-edge volume develops a continuum of engagement, from apathy through to active allyship, with LGBTQIA+ youth.
This timely volume will benefit researchers, academics, and educators with an interest in gender and sexuality studies, primary and elementary education, as well as teacher education more specifically. Those involved with queer theory and the sociology of education will also benefit from this volume.
Contents
Introduction
Invisible Rainbow: LGBTQIA+ Representation in Elementary Schools and Elementary Teacher Education Programs
Multimodal Literacies and LGBTQIA+ Children's Literature: Writing the Rainbow
Challenging Teacher Candidate's Heteronormative Assumptions: Our Theoretical Approach and Methodology
The Dimensions of Allyship Framework: Stages and Progressions
Challenges and Affordances: Preparing Elementary Teacher Candidates to be Allies
