Discussing Diverse Families and Gender in Kindergarten: A Critical Discourse Analysis of Canadian Curricula

• In Event: Millennium Hotel Roundtable Session 2
  In Roundtable Session: Readings of Culture and Norms in/Around Classrooms

Abstract

This paper reports on a Critical Discourse Analysis that explored what gender and sexual identities are included in Canadian early childhood curricula, the null and hidden curricula relative to these identities, and the meaning-making opportunities children are provided to make sense of diverse identities. Eleven curriculum documents, as well as one early learning framework, were analysed. The data collection tool incorporated three levels of analysis: Fairclough’s (1995) textual analysis, Dillon’s (2009) questions of curriculum, and the six dimensions of language arts. Findings indicate that most curricula lack explicit language to ensure the inclusion of diverse gender and sexual identities in classroom curricula, and recommendations are made for curriculum development to improve inclusive education.

Author

• Pamela M. Malins, University of Western Ontario