I Am Not Personally Opposed But...: Elementary School Teachers' Reactions to LGBTQ+-Themed Children's and Young Adult Literature

• In Event: Critical Perspectives in Teacher Education: Wrestling With Controversy, Opposition, and Indifference

Abstract

The metaphors of children’s literature as “mirrors, windows and sliding doors” (Sims Bishop, 1990) grounds this qualitative investigation. This study investigates elementary teachers understanding of LGBTQ+ themed literature and if and how they would use it to mirror LGBTQ+ identities. Three distinct themes emerged from the data: fear (fearing to use in classroom because of parent and/or administrator/district backlash); negation of beliefs (I personally believe but...); and “straight”washing text (overlooking and/or diluting complexities of sexuality and gender identity in books). Our purpose was to see how and if these texts can be used in a way which could interrupt the reproducing of heteronormativity in schools. This study provides an entre as to how to overcome challenges posed by this literature.

Authors

• Michael Bartone, Central Connecticut State University

• Catherine Kurkjian, Central Connecticut State University