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A critical discourse analysis of teachers’ views on LGBT literature

A critical discourse analysis of teachers’ views on LGBT literature This article presents a thread of discussion posted to a web-based forum in the context of a children's literature course in one teacher education program in the USA. Participants in the virtual discussion include three preservice elementary teachers and the course instructor (author) on the subject of bringing lesbian, gay, bisexual and transgender (LGBT) literature into the elementary classroom. Classroom teachers who lead discussions about race, gender, class, sexuality and inequality are encouraged to create and maintain a safe environment for dialogue. In this article, the author explores how the need to maintain a culture of safety around discussions of sexuality shaped the participants’ views on teaching LGBT literature written for children. Applying the tools of critical discourse analysis, the author demonstrates how events in the discussion unfolded that left normative constructions of sexuality unexamined. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Discourse: Studies in the Cultural Politics of Education Taylor & Francis

A critical discourse analysis of teachers’ views on LGBT literature

16 pages

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References (34)

Publisher
Taylor & Francis
Copyright
Copyright Taylor & Francis Group, LLC
ISSN
1469-3739
eISSN
0159-6306
DOI
10.1080/01596306.2011.620758
Publisher site
See Article on Publisher Site

Abstract

This article presents a thread of discussion posted to a web-based forum in the context of a children's literature course in one teacher education program in the USA. Participants in the virtual discussion include three preservice elementary teachers and the course instructor (author) on the subject of bringing lesbian, gay, bisexual and transgender (LGBT) literature into the elementary classroom. Classroom teachers who lead discussions about race, gender, class, sexuality and inequality are encouraged to create and maintain a safe environment for dialogue. In this article, the author explores how the need to maintain a culture of safety around discussions of sexuality shaped the participants’ views on teaching LGBT literature written for children. Applying the tools of critical discourse analysis, the author demonstrates how events in the discussion unfolded that left normative constructions of sexuality unexamined.

Journal

Discourse: Studies in the Cultural Politics of EducationTaylor & Francis

Published: May 1, 2012

Keywords: computer-mediated communication; critical discourse analysis; preservice teachers; elementary education; Queer theory; LGBT discussions

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