Teachers who Transgress: Disrupting Domination With LGBTQ+ Inclusive Literature in the Elementary Classroom

• In Event: AERA Roundtable Session Saturday 8:00 am Four Seasons Ballroom 4
  In Roundtable Session: Whose Knowledge Matters? The Politics of Educator Activism (Table 1)

Abstract

This qualitative interview study explores how three elementary (preK-5th) public education teachers perceive and use literature featuring LGBTQ+ perspectives in their classrooms. Insights gained from teachers’ perceptions and reflections can contribute to the conversation about how U.S. educators can work to affirm and sustain the myriad identities and cultures of LGBTQ+ youth. Findings include specifics as to how 1) LGBTQ+ inclusive literature sustains critical, liberatory pedagogies and 2) LGBTQ+ inclusive discourse disrupts and transforms oppressive realities of the present. These insights can offer the education community opportunities to reflect on the purposes and social and educational benefits of using LGBTQ+ inclusive literature in elementary classrooms.

Authors

• Ashley E. Dawson, University of Illinois at Urbana-Champaign

• Karla J. Möller, University of Illinois at Urbana-Champaign