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I think an important point Jackson, Gee (2005) make is that gender is a social construct, which is learned through normative social practices, that are taught and passed down. these constructs can create gender superiority, from one towards the other, which has historically been predominantly male. Children have been taught for decades, in government run institutions aimed at shaping minds, while they are subtly "grow up learning about the ‘correct’, dominant worldview about the ways of being masculine or feminine." (Jackson, Gee 2005 pg.117) These construct, are prevalent in little girls given dolls and kitchen sets, and little boys, toy trucks and animal sets, as it sets the tone for their presumed roles, once they grow up.

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Jackson and Gee (2005) article examines gender roles and issues in children's literature used in schools. More specifically, it analyzes gender inequities and stereotypes associated with gender in children's books in the twentieth century. Jackson and Gee (2005) gives an example about a book where a girl engages in male activities but wears a pink dress. Studies from this article show that although there has been awareness of gender inequities throughout the past decades, studies still show that gender roles in children’s books are stereotypical. Reading this, from an educator’s perspective, I want to ensure that the books that I am using in my classroom do not portray these stereotypical roles of genders. In addition, it also reminds me that I should not assume pronouns and always ask for preferred pronouns. This will help me to know my student’s better, as well as getting to know their likes an interest so that I can use material in the classroom that represents them and that they can resonate with.

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In the article written by Young (2019), the author highlights the importance of including LGBTQ representation in children’s literature. The author compares books to mirrors and windows, in the sense that it can help students to see themselves represented in the work (mirrors), and provide the reader with an opportunity to see representations of people that may be different from them (windows) (Young, 2019). The author also discusses the lack of diversity in the experience of certain perspectives in children’s literature. It is important to expose students to diverse experiences and identifications as it can allow students to expand their knowledge and understanding of things they may not be familiar with (Young, 2019). This is important as it can allow students to feel accepted and not alienated among their peers; it can also allow them to feel safe in your classroom. As someone who grew up in the Catholic education system, certain topics and perspectives were completely ignored and were not spoken about as if it were a taboo. However, things are slowly changing, and people are becoming more familiar and accepting. Therefore, it is important as educators to provide a safe space and resources for students to learn about different perspectives.

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In Jiménez’s (2017) article, she discusses her role as a Children’s Literature teacher to preservice teachers and her experiences with intersectionality. There are many interesting points Jiménez (2017) discusses. What stood out to me the most, was the reminder to be extremely intentional about the literature I am bringing into my classroom. I have to remember that I (as a cis white woman) see myself reflected in most literature that is often taught in schools. However, there are many people who did not read about characters like themselves in school. It is my job to ensure I am providing my students with the opportunity to not only see themselves reflected in the stories they read, but also read about people who are different from them.

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After reading the Young (2019) article, a key idea that stood out to me was the concept of books acting as mirrors and as windows. For anyone who didn't read the Young (2019) article, books acting as "mirrors" is a way for the reader/student to feel represented and seen because there is someone who looks like them in the book that they are reading, and that they are a valued member of society who has something to share with this world. Alternatively, when books act as "windows", they are a way for students to see a different perspectives and see various forms of representation to see what life is like for other people - a great way to build empathy in students. I think it is important to have a good balance of both books that act as "mirrors" and "windows" in your classroom library. A book can even act as both! A book that might make someone feel represented (mirror) can also be a book that shows a different way of life/perspective (window) to another student. Which is a great way to show there is diversity in the world to students who might now always get exposure to other cultures and the diverseness of people!

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Which is better? “Using an adequate LGBTQ-inclusive book or waiting until a better example of LGBTQ literature is published?” (Young, 2019, p.68) was such an important question to pose. Young's (2019) reflection; that what makes a piece of literature valuable in the classroom is not necessarily the specific book being presented, or how inclusive or accurate it is, but in the questions we as educators can pose to our students, should be a major take away to readers. I feel as though equity and diversity in children’s literature is just beginning to gain some real ground, and it may be a while before marginalized communities feel that adequate representation exists, but if we teach our students to critically examine what they are presented with, it will have a long lasting impact on how they consume literature throughout their lives. Questions like whose voice is privileged? Who is missing? Why? (Young, 2019) force that deep reflection into what we are reading and in doing so we promote inclusion and empathy for the lived experiences of others.

Young, C. (2019). Interrogating the lack of diversity in award-winning LGBTQ inclusive picturebooks. Theory into Practice, 58, 61-70.

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In “A Curious Incident”: Representations of Autism in Children’s Detective Fiction” (2016) by Michelle Resene, the author examines the use of an autistic protagonist in the beforementioned genre. It has been quite some time since I read the novel, but I remember enjoying it and the creation of Christopher Boone made for a complex character to say the least. I liked how it challenges the notion, as stated by Resene, that a person like Christopher could/should be excluded from this type of detective work. Even though it is a far more edgy work, the Millennium Trilogy by Stieg Larsson uses a plucky female character who also is autistic to solve mysteries in the Nordic Noir genre. (Of course, I would never recommend these books for a classroom even though the writing is incredible). But, once again, it is a work challenging preconceived notions and illustrating both the challenges and abilities of central characters. It is nice to see writing that includes a range of personalities, abilities, and voices into the mix.

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The readings about representation really captured why it is important to represent different types of people as they are, and not simply assumed through metaphor. Young (2019) writes 'if students are to see themselves accurately represented in the books shared with them, it is important for them to see actual human beings, despite the high number of animals that are often used as characters in picture books.' I found this to be one of the most influential points within the readings. Metaphor is often used as an assumption that people can see themselves through the translation, however, it doesn't achieve the required education for others or feelings of inclusion for the people that are supposed to be represented. I began reflecting on my own experiences. Do I actually relate personally to animated or animorphisized characters? Our empathy for animated characters or a drawing that someone has made has always been an important marker of human consciousness for me. However, I understand the depth of that translation and I understand that empathy shouldn't be something to be decoded in representation.

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The readings for this week made me reflect on the movies and stories I watched and read as a child. I truly never realized how much gender stereotypes are reinforced in these stories. One point that stood out to me from Jackson and Gee (2005) was just the simple difference in the portrayal of posture. He admits that women are often seen touching their faces or showing embarrassment, while men are often in positions of power or stances that portray confidence. For example, with their hands on their hips. I remember being a child and telling my parents I was bored of those stories, and wanted to read about something different. I was just a child, I didn’t want to read about happy ever afters. At just about the same time, the Harry Potter series was published and I saw it at my school book fair for the first time. What happened after that, was truly remarkable! I was still reading fantasy, but this time it was pure adventure packed- without the end goal being a woman being saved by her prince charming. As Jackson’s article was written in 2005, I was curious to know if there have been any more recent studies on gender stereotypes in children’s books. As we have learned this semester, children’s stories shape the way they see the world. This is why representation is key.

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In My gay agenda: Embodying intersectionality in children’s literature scholarship (Jiménez, L., 2017), the author shares her personal experiences about intersectionality and how it impacts her view of children’s literature and education. Jiménez asserts that her children’s literature class of pre-service teachers is mostly white, cis-gender, straight females that have beenfited from the traditional school system and view their experience as the norm. By being open about her identities and expressing them, perhaps she is making a small difference in the choices these educators will make going forward.

In my experience as a teacher, I relate and agree to the assertions of the lack of diversity in schools. As I attempt to find diverse books and perspectives to share with my class, I wonder what difference one year of diverse texts might have on my students. Will it be enough to make any lasting impressions as they move through many years of more non-diverse literature? I hope so.

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Jackson and Gee's 2005 article was quite informative and has provided a new lens on traditional readers and hidden gender norms. Gender is often represented in a binary fashion in children's literature. Masculinity and femininity are traditionally portrayed. Newer texts have started to challenge the traditional gender norms and the implied messages literature can transmit. Janet and John texts were published in the 1960s and reflected the dominant feminine and masculine narratives of the time. Girls were portrayed as weak and often depicted holding an item. In contrast, boys would hold objects at a distance. Clothing was also gendered as the boys were rarely shown wearing an apron.

I did notice that the levelled texts used in classrooms are dated and contain many stereotypes. When it comes to mentor texts, these are often newer books and do not necessarily conform/reinforce the traditional gender norms. Still, just because a book is new doesn't mean it does not carry stereotypes or reinforce gender norms. Approaching texts used in the classroom with a critical eye are important and having discussions about the images and text we consume cannot be taken for granted.

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Meagan Gilson Lockhart- Importance of seeing yourself in books

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Meagan Gilson Lockhart- Importance of seeing yourself in books

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Young's article, Interrogating the Lack of Diversity in Award Winning LGBTQ- Inclusive Pictures books (2010) discusses the many important aspects of children seeing themselves in pictures books when it comes to to the LGBTQ community. As he mentions, "  The language and labels of the LGBTQ community are mostly absent, which may restrict or silence members of the community," this can be seen through many examples including Sesame Street What is family? This books shows different types of families including having two moms or two dads; however, they never mention the labels of this specific LEGBTQ communities.
I found this wonderful website where it explains the importance of LGBTQ pictures :LGBT picture books: Top 10 for 2021 – Hookable Books
As Young argues, "  However, this dichotomy does not acknowledge the multiple experiences of gender that exist in modern society, " yet this website shows examples of gender fluidity and I think this is very important especially with older children so they know that sometimes you can be a boy and like pink, that stereotypes do not always show the full picture of the LGBTQ community.
So overall, I agree with young when he says, "  it is critical that teachers and teacher educators learn about and incorporate LGBTQ books into our reading and teaching," and I think that as we move forward, we can make great strides if we keep the lines of communications open with students, educators and the community.

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As it is LGBT History month, I thought I would give a roundup of the best LGBT picture books that I have come across. Whilst some of these focus on self-acceptance, others focus gender identity and others about love itself. My overall message is that love is love.

Why are LGBT picture books important?

Firstly, young children need to be able to see themselves in the books that they read. Also, inclusion and tolerance should be taught from a young age. Wanting to find a book on this theme? But not sure where to start? Keep scrolling and you'll need to look no further! You can check out some of my other posts here #forbooksthathook for example bedtime stories to read or the best books with BAME characters.

Pink is for boys, what is the plot of the story?

This picture book challenges the stereotype that pink is for girls and blue is for boys. It follows the colours of the rainbow, highlighting how each is for both boys and girls.

From Stars in the Sky: LGBT picture book about gender identity

Miu Lan has the ability to become anything from a bird, to a flower to a shooting star but can't decide whether to be a boy or a girl. At school they must endure funny looks, teasing and comments like boys don't do that. However, Miu Lan is very lucky. Their mother is very proud and supportive of whatever choices Miu Lan makes.

A book that challenges the 'traditional fairy tale' with an LGBT twist

This LGBT picture book is all about love. A prince is in search of a partner and lots of princesses are seeking his attention. But when a charming knight comes along he is swept off his feet. My favourite aspect of this book is how delighted the family are that their son has found love at last. Therefore, this is a fantastic twist on the traditional tale.

A book about gender fluidity and cross dressing

Sparkle Boy by Leslea Newman and illustrated by Maria Mola

Sparkle Boy follows a little boy called Casey. He loves to play with blocks, puzzles and a dump truck but also loves things that glitter, sparkle and shimmer, much to the disapproval of his older sister Jess. But despite the feelings of his sister, the rest of his family are supportive. Nevertheless, with time Jess changes her mind. How? You'll have to read it to find out.

An LGBT picture book about self-acceptance and gender fluidity

My Shadow is Pink is all about a little boy who wants to have a blue shadow like his Dad. However, he knows that his shadow is pink and different to his father's. But with the support of his father he comes to a place of self-love, realising that his shadow might be pink but it does not change how his family feel about him.

A family with two mums

Heather has two mummies, follows a little girl called Heather who has two mums. This would be a great book to read to children prior to attending school. Although Heather has always had two mums, the kids at school don't quite see things that way. In addition, it would also be an excellent book to read to a class, to acknowledge different family units. Also, a great LGBT picture book for lesbian families too.

A picture book that challenges the stereotypical view of boys and girls

Have you ever heard the expression something is for girls or boys. For example, football is for boys, don't girls. Whilst we all know that that is not the case, sometimes kids can still say such things. A wonderful, funny tale about a little boy, who says that his sister can't play with dinosaurs. Little does he know that shortly he will be in for a big shock!

An LGBT picture book that champions that love is love

And Tango Makes Three is a book about the love between two male penguins. It is very much an LGBT picture book which shows that love is love. These penguins long for a family, like the other penguins. Dutifully they create a nest and even try to find an egg. However, they are unable to conceive. Luckily the keeper finds an egg that needs to be cared for and together they have their own family.

Why should you read this picture book?

Certainly, this is one of the few book LGBT picture books that I have come across that addresses two father families and their desire for a family. Therefore, an important book for some LGBT families. But is also a beautiful story too. So make sure to add it to your bookshelves.

The next two LGBT picture books have to be two of my favourites. Julian is a Mermaid is about Julian and his abuela (grandma). He is inspired by the 'mermaids' that he sees at a local pool. Therefore, when grandma has gone for a bath, using objects around him, he dresses up like a mermaid. But what happens when Grandma comes out of the bath? Rather than berating him, she supports him. Want to find out how? Well you'd better get hold of a copy.

Finally, Julian at a Wedding is a sequel to Julian is a Mermaid. In this story, he goes to a wedding (with two brides) with his abuela. But Julian gets up to mischief with his cousin, including jumping into muddy puddles! So, how will the family react?

Have you other books that you think should be added to this list? Comment below. Also, as ever, make sure to keep in touch. Or buy my book suggestions on bookshop.org

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As it is LGBT History month, I thought I would give a roundup of the best LGBT picture books that I have come across. Whilst some of these focus on self-acceptance, others focus gender identity and others about love itself. My overall message is that love is love.

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Young’s article, Interrogating the Lack of Diversity in Award-Winning LGBTQ-Inclusive Picturebooks (2019) discusses several points that are imperative to consider when thinking about children's literature that is LGBTQ inclusive. Something that struck me was his argument that although inclusive literature exists, it is a small existence and it exists within a very white space and does not include much intersectionality. To me, this is very interesting. In the past couple of weeks, we have discussed who gets to tell stories and whose stories are being heard. This week, while examining the stories of one marginalized group and how they are shared in literature, it is evident that there still exists a space in which members of that group who intersect with different races, religions or gender identities (a small number of examples) are still not being heard and their stories are not being shared. It would be interesting to see if there is research on intersectionality. We know visibility is important and that it can have profound effects on students who identify LGBTQ+ but also for students who don’t. Visibility helps us learn language and conduct for interacting with lots of different people and it widens the reference window for what is viewed as “normal.” If the literature providing role models of individuals who intersect with various identities are not represented, this should be discussed with classes who experience the literature to avoid keeping the space eurocentric.

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As a grade 4 teacher, I am required to teach sexual education in my class. As we started our conversation this week, the term gender came up for discussion. The typical response from most of the students was: male and female. Suddenly, a student raised their hand and asked about homosexuals and bisexuals. There are many students in my class who are unaware of these terms as this type of conversation is forbidden at home. Some others speak very openly about it and have commented on people they know that are gay. It occurred to me that I do not have any books in my class library dealing with this subject. As Young (2019) discusses, children need to see themselves in books. There is so much focus on representing multiculturalism, however the LGBTQ is poorly misrepresented. There needs to be exposure of this community for students to feel positive about themselves yet more importantly to educate other students about LGBTQ in order to reduce the rate of bullying in schools. It is clear that more research and emphasis needs to be dedicated to this very important topic.

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Jackson & Gee (2005) raise several important points about the way we assign and perceive gender within our society. Hairstyle was a notable example, as ESL resources often teach family associations and words like “girl, boy, brother, and sister” using animated characters with the same cartoon face and neutral body but with different haircuts and styles of clothing. Children are conditioned to associate long hair with femme idenities and short hair with masc identities. In my perspective, this type of indoctrination is rather harmful. Intersectionality is a very important theoretical lens to apply when selecting literature for the classroom. I read an article that may be of interest to others. The article examines more than 50 LGBT themed children's books to find heteronormativity enforced through  heteronormativity LGBT characters that exclusively conform to gender roles, nuclear parenting, and are racialized as white. I post the reference below. We need to consider the intersections of identities and the different privileges that are assigned to each role. Another resource that may be of interest is the blog My Kid is Gay where there are inclusive videos, advice, and resources, dedicated exclusively toward helping parents and educators understand  LGBTQIA+ children.

https://www.mykidisgay.com/blog/defining-intersectionality#:~:text=Intersectionality%20is%20a%20way%20of,considering%20each%20of%20them%20separately.

(2014) Homonormativity in children's literature: An intersectional analysis of Queer-themed picture books. Journal of LGBT Youth, 11:3, 244-275, DOI: 10.1080/19361653.2013.879465

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Intersectionality is a way of thinking about power, privilege, and oppression that takes into account a person's combination of social identities (like gender, race, class, sexuality, ability, religion, and more) rather than considering each of them separately. For example, instead of isolating a woman's oppression based on sexism alone, or a Black person's oppression based on racism alone, or an LGBTQIA person's oppression based on homophobia or transphobia alone, intersectionality looks at how those identities intersect, as in how a bisexual, Latina woman is affected by the overlapping oppressive forces of sexism, racism, and homophobia/biphobia all at once rather than separately.

Intersectionality originates from the work of Black feminist scholars examining the dual forces of race and gender on the lives of Black women, and has since been used to better understand the intersections of many different identities.
Explain It:
To put it simply, intersectionality considers the ways that multiple identities together form a person's experiences of power, privilege, and oppression in any given situation. Thinking intersectionally would allow us, for instance, to consider how the multiple identities of a queer Muslim woman or an immigrant man with a disability work together in a person's life. These identities and their accompanying oppressions intersect with each other simultaneously, and cannot be isolated or considered separately. In short, intersectionality helps us understand individuals' lives with greater complexity and makes visible experiences that have been erased.

Scholar Kimberlé Crenshaw created the term "intersectionality" in 1989, when she argued that we have to consider both race and gender simultaneously, not separately, to understand a Black woman's experience of violence and oppression. Crenshaw pointed out that a Black woman may experience sexism, racism, or both; But she may also experience a particular form of racist sexism or sexist racism that's greater than the sum of its parts-a very particular form of racism and sexism experienced by Black women, as in stereotypes about " angry" Black women or hyper-sexualized depictions of Black women's bodies.

The concept of intersectionality stretches back at least to the mid-1800s, when early Black feminists called attention to the ways their oppression was different than that of white women's or black men's. Since then, women of color have continued to make important criticisms of the ways that the goals of white women are prioritized within the feminist movement (known as " white feminism "), and the goals of men are prioritized within the anti-racist movement. According to an intersectional framework, anti-sexist movements should also be anti-racist, and anti-racist movements should also be anti-sexist.

The importance of understanding and practicing intersectionality is crucial for highly oppressed and vulnerable populations like trans women of color. At the time of this writing, twenty- one trans women of color have already been reported murdered in the US in 2017. For a trans woman of color in particular, it isn't just her being a person of color, being a woman, or being transgender that puts her at great risk. The combination of these many oppressive forces upon her identity directly contributes to violence she may experience.
Debunk It: Intersectionality is all about "who has it worse."
While intersectionality does ask us to examine what scholar Patricia Hill Collins calls "interlocking oppression" or "multiple jeopardies," it also goes one step further. Intersectionality looks not only at the accumulation of multiple minority identities, but also at the ways they work together when they overlap. Expert Ange-Marie Hancock uses a butterfly analogy to explain this:

"If we were to admire the colorful pattern of a butterfly's wing, and then try to separate out the spots (say, racism) from the stripes (say, sexism), we would likely end up destroying the butterfly's wing and therefore the butterfly itself. Once it has emerged from its cocoon, the butterfly exists as a complex combination of spots and stripes."
Intersectionality is too hard and complicated for me to understand.
Okay, this one isn't really a myth. It's actually true-Intersectionality is complex! It asks you to listen to the perspectives of people who are oppressed in ways that you are not. It asks you to consider your own privilege and make sure you acknowledge experiences that are not your own.

However, there are ways to learn, grow, and actively practice intersectionality. The most important thing you can do to be intersectional is to be a great ally to all marginalized communities. Try filling out an identity wheel and considering the ways your own identity categories intersect and create your own privileges or marginalizations. Listen to people who experience intersectional oppression, and expose yourself to people and spaces where you can learn and grow from others.

Finally, make sure you are open to being wrong. If you say something hurtful without meaning to, listen to the other person's experience, ask yourself where that language or thought came from, and commit to doing better in the future. Intersectionality is not easy, but it is absolutely necessary if we want to live in a more just world.
Check out these YouTube videos to learn more about intersectionality! Be sure to check out the rest of The Defining Series right here!

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Defining: Intersectionality - My Kid is Gay

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Intersectionality is a way of thinking about power, privilege, and oppression that takes into account a person's combination of social identities (like gender, race, class, sexuality, ability, religion, and more) rather than considering each of them separately.

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The range of LGBTQ identities is vast and the representation within picturebooks has been historically limited. So how to do we as educators take different positions and reaffirm our commitment to adequately representing society and those in our classroom? Is it even possible to cover every group within one’s class? This may be difficult given time constraints but we need to provide tools for students to better understand the world they live in and how you can create a more inclusive classroom community. As Young (2019) notes, research supports that using LGBTQ books in the classroom positively affects several groups in educational settings, students begin to feel safer and more accepted. The good news is LGBTQ picturebooks and young adult literature field is growing, but we must still be cautious of the content – the focus needs to be on quality not quantity. Young mentioned that while some of these stories are cute and happy, the content is problematic. LGBTQ readers need to see their community represented in a positive way, worthy of respect and dignity without any conditions (Young, 2019). This article sparked a research question that I would be curious to see teased out. Comparing the old school versus new school, that is, established educators who have 10 plus years of experience versus students currently in teachers college or have recently graduated – comparing and contrasting what books these two groups would use to teach about LGBTQ identities, how often they use them, and what amount of time do they dedicate to debriefing the content?

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It was evident in Jackson and Gee (2005) the multitude of ways gender is depicted in stories. Some were obvious, including clothing, hairstyles and activities, while some I had not realized. For example, how female characters held objects by snuggling or cuddling whereas male characters held objects relaxed and distanced from their body (Jackson & Gee, 2005). I also never considered how certain character's movements or postures pertained to a specific gender. According to Jackson and Gee (2005), these depictions have remained consistent for the last five decades. I believe as educators we must take responsibility bringing books into our classrooms that reflect the changing times. Books are an important resource making it most appropriate to ensure they portray accurate representations. I have had kindergarten students whose natural personalities challenged gender norms. Girls who did not like princesses and a boy who dressed up as a princess for Halloween, which may have been more uncomfortable for some parents than the other children. Therefore, not only is it important for children to see books with realistic representations of today's world, but also for adults. Books can promote learning for everyone.

Books that challenge notions of gender that I have come across are: My Mom is a Firefighter by Lois Grambling and Pink is for Boys by Robb Pearlman.