Interrupting Heteronormativity: The Integration of LGBTQ Children's Literature in Elementary Teacher Preparation Programs

• In Event: Learning to Teach Justly: Preservice Practices for Social Change

Abstract

The purpose of this paper is to share experiences and outcomes of integrating LGBTQ children’s literature in elementary methods courses within a university teacher preparation program. The intent of using this genre was to bring awareness to a marginalized group as well as shed light upon the heteronormative structures of U.S. elementary schools. Three outcomes were identified from the data: 1) Pre-service teachers experienced a shift in educational philosophy as a result of being exposed to the integration of LGBTQ children’s literature; 2) Teacher candidates said they were committed to include LGBTQ children’s literature in their future elementary classrooms; 3) Most teacher candidates felt they needed to be equipped with strategies to combat possible resistance from the school community.

Authors

• Leanna Lucero, New Mexico State University

• Angela VE Owens, Education Service Center, Region 19