GEND 1001

INTRODUCTION TO
GENDER STUDIES
Week 5: Children’s Literature and Identity
Reading the Rainbow: LGBTQ-Inclusive Literacy
Instruction in the Elementary Classroom

 Caitlin L. Ryan and Jill M. Hermann-Wilmarth (2018)

 Elementary school teachers – teacher educators
 Targeted towards educators to incorporate LGBTQ inclusive literacy
instruction in elementary school English Language Arts (ELA) curriculum
 ‘we believe elementary school English language arts (ELA) curriculum can
include lesbian, gay, bisexual, transgender, and queer (LGBTQ) topics. We’re
convinced that this kind of inclusive teaching can help create more equitable
classrooms where LGBTQ students and their families are treated equally and
all students are encouraged to learn about the diverse world around them in
more nuanced and expansive ways.’ (p. 1)
Inclusive Teaching

 Need to address cultural myths and misconceptions about LGBTQ people

 Efforts to emphasise common humanity, in spite of differences
 Issues affecting people in students’ lives and student’s themselves

 Concerns over appropriateness of discussing issues with children, particularly

in school setting?
 Possible classroom scenarios (p. 3)
 Gender / sexuality socialization
 Diversity in family constructions
 Students who identify as LGBTQ
 Harrassment / bullying (p. 7)

 NBC news story on Jacob Lemay, a transgender child advocating for the trans
community
 https://www.youtube.com/watch?v=mvTncHeKrcg
LGBTQ inclusion in ELA teaching

 Reading, books and identity

 The power of stories / fairytales
 Possibility of expanding representations
‘Representation matters’

 Example of 3rd grader Moriah (p. 19)

 ‘Mirror books’ – books that reflect readers back to themselves
 ‘Window books’ – books that give readers insight to another person’s
experience
 Need to have balance of both
 ‘windows’ and ‘mirrors’ in relation to LGBTQ identities
‘Entry points’ for discussing LGBTQ
issues
 Connecting to diverse families in the school / classroom
 Responding to instances of bullying / harassment (p. 26)
 Discussing LGBTQ related current events
Challenges to expanding representations

 Possibility of ‘tokenizing’ identities

 Limitedness in representations

 ‘even a single representation, shared respectfully, can provide a new window

or mirror in a way that makes a difference for children.’ (p. 36)
 https://hongkongfp.com/2018/06/21/hong-kong-equality-watchdog-questions
-removal-lgbtq-themed-library-books-backlash-grows/

 Controversy over removal of LGBTQ themed library books from public view
 In groups of 4-6, look through and discuss one of the children’s books that was
removed from the shelves of the HK public libraries in 2018

 What age group is this book targeted towards?

 What is the book about?
 Why do you think the book was removed from the shelves?
 Do you think the book is effective in reflecting issues of inclusion / diversity towards
the target age group? Consider the storyline, characters, use of language, images etc

 Select 2 representatives to share your findings and give a brief description of your
book to the rest of the class
 https://ncac.org/news/blog/kansas-library-defending-lgbtq-stories-from-chal
lengers?platform=hootsuite

 Appeal to keep LGBTQ themed books in Andover, Kansas public library

‘The Gay History of America’s Classic
Children’s Books’
 Presence of ‘queer compassion’ in content of classic children’s books
 Themes of connection and alienation

 ‘It’s the same message so many of the other authors of the classic children’s
books of the era were sending to readers, of whatever eventual sexuality —
readers on whom it would someday fall to change the world. Whether frog or
toad or hippo or human, you could only genuinely engage with others by first
becoming fully and openly yourself.’ (Green)
 Complete daily notes worksheet

 Assignment 1 Identity Narrative – due Monday, October 4

 Submit to Turnitin assignment submission box on course Moodle page