Interrogating the Lack of Diversity in Award-Winning LGBTQ-Inclusive Picturebooks.

PICTURE books; STUDENT teachers; LGBTQ+ teachers; GENDER identity; LEARNING

This article presents the results of a thorough content analysis of 28 LGBTQ award-winning picturebooks. As a queer teacher educator working with pre-service elementary teachers, I wanted to find out how the queer picturebooks available for use in my students' classrooms were any good at helping them and their future students understand that 'diversity' and multicultural literature include LGBTQ people. What I found was enlightening and disheartening - offering both affordances and constraints for the elementary classroom. Through my analyses, I uncovered several aspects regarding race, gender identity, specific sexual orientations, and LGBTQ-inclusive language either present or lacking in the study text set. This study identifies aspects of quality LGBTQ-inclusive collections without ignoring the limitations of the materials and messages currently available to teachers. [ABSTRACT FROM AUTHOR]

Copyright of Theory Into Practice is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)