Multicultural Inclusion Of Lesbian And Gay Literature Themes In Elementary Classrooms

Abstract

This article provides a rationale for and methods to assist elementary educators in creating spaces where the enhancement of awareness of lesbian, gay, bisexual, transgender, and queer/questioning (LGBTQ)-themed literature could be explored in elementary schools and classrooms. The authors assert that an approach to providing gender and sexuality diversity in the elementary grades is part of multicultural practice in elementary classrooms. Through document analysis, the authors discovered the existing theories, practices, and evidence available in the literature that would provide elementary educators support to use LGBTQ-themed children's literature in academic spaces. The authors then provide a set of guidelines for educators to modify their existing instructional practices in order to empower young learners with the critical literacy attributes necessary in order to gain access to knowledge, power, and opportunities.

Publication Date

7-2-2016

Publication Title

Equity and Excellence in Education

Volume

49

Issue

3

Number of Pages

380-393

Document Type

Article

Personal Identifier

scopus

DOI Link

https://doi.org/10.1080/10665684.2016.1194239

Socpus ID

84982899876 (Scopus)

Source API URL

https://api.elsevier.com/content/abstract/scopus_id/84982899876

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