This book reports findings of a qualitative study intended to disrupt notions of heteronormativity amongst pre-service elementary teachers by engaging them in multimodal writing and text production around issues facing LGBTQIA+ youth.
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.
Introduction
Invisible Rainbow: LGBTQIA+ Representation in Elementary Schools and
Elementary Teacher Education Programs
Multimodal Literacies and LGBTQIA+ Childrens Literature: Writing the
Rainbow
Challenging Teacher Candidates 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
Judith M. Dunkerly, PhD, is an associate professor of literacy, language & culture in the Department of Teaching and Learning at the Darden College of Education and Professional Studies, Old Dominion University, USA.
Julia Poplin, PhD, is an assistant professor of social foundations of education in the College of Education and Social Services at Minnesota State University, Moorhead, USA.
Valerie Sledd Taylor, PhD, is the director of the office of clinical experiences in the Darden College of Education and Profession Studies at Old Dominion University, USA.
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