Identities and Representation in Children's Literature by Diane Watt https://padlet.com/dadwatt/shrrs24ty8q6gwyf Post your response to a key idea from one of the articles. Read what your colleagues' post. en-us 2022-03-20 21:50:12 UTC 2022-04-12 00:30:27 UTC hello@padlet.com Valerie Blore https://padlet.com/dadwatt/shrrs24ty8q6gwyf/wish/2105972430 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.


]]> 2022-03-21 18:37:18 UTC https://padlet.com/dadwatt/shrrs24ty8q6gwyf/wish/2105972430 Tom White https://padlet.com/dadwatt/shrrs24ty8q6gwyf/wish/2106209261 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?]]> 2022-03-21 21:42:28 UTC https://padlet.com/dadwatt/shrrs24ty8q6gwyf/wish/2106209261 Michelle Duquette https://padlet.com/dadwatt/shrrs24ty8q6gwyf/wish/2109805991 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

]]> 2022-03-23 14:14:02 UTC https://padlet.com/dadwatt/shrrs24ty8q6gwyf/wish/2109805991 Jodie Lennon https://padlet.com/dadwatt/shrrs24ty8q6gwyf/wish/2110673987 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.

]]> 2022-03-23 23:15:25 UTC https://padlet.com/dadwatt/shrrs24ty8q6gwyf/wish/2110673987 Rebecca Griscti rebecca_griscti https://padlet.com/dadwatt/shrrs24ty8q6gwyf/wish/2113506188 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. ]]> 2022-03-25 09:48:15 UTC https://padlet.com/dadwatt/shrrs24ty8q6gwyf/wish/2113506188 Meagan Gilson Lockhart- Importance of seeing yourself in books https://padlet.com/dadwatt/shrrs24ty8q6gwyf/wish/2114804709 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.]]> 2022-03-26 12:57:21 UTC https://padlet.com/dadwatt/shrrs24ty8q6gwyf/wish/2114804709 Hoda Ahmed-Gender Representation https://padlet.com/dadwatt/shrrs24ty8q6gwyf/wish/2115150797 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. ]]> 2022-03-26 23:21:45 UTC https://padlet.com/dadwatt/shrrs24ty8q6gwyf/wish/2115150797 Brennan McCambley https://padlet.com/dadwatt/shrrs24ty8q6gwyf/wish/2115538736 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. 

]]> 2022-03-27 13:01:39 UTC https://padlet.com/dadwatt/shrrs24ty8q6gwyf/wish/2115538736 Meaghan Moran https://padlet.com/dadwatt/shrrs24ty8q6gwyf/wish/2115894788 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. 

]]> 2022-03-27 20:31:37 UTC https://padlet.com/dadwatt/shrrs24ty8q6gwyf/wish/2115894788 Brenna Tomas https://padlet.com/dadwatt/shrrs24ty8q6gwyf/wish/2117555013 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. ]]> 2022-03-28 16:29:24 UTC https://padlet.com/dadwatt/shrrs24ty8q6gwyf/wish/2117555013 Andrew Lawrence https://padlet.com/dadwatt/shrrs24ty8q6gwyf/wish/2117601883 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.

]]> 2022-03-28 16:53:13 UTC https://padlet.com/dadwatt/shrrs24ty8q6gwyf/wish/2117601883 Karen Anderson https://padlet.com/dadwatt/shrrs24ty8q6gwyf/wish/2120516560 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.

]]> 2022-03-30 01:50:50 UTC https://padlet.com/dadwatt/shrrs24ty8q6gwyf/wish/2120516560 Madisyn Doiron https://padlet.com/dadwatt/shrrs24ty8q6gwyf/wish/2121388121 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! ]]> 2022-03-30 12:42:50 UTC https://padlet.com/dadwatt/shrrs24ty8q6gwyf/wish/2121388121 Kelsey Houston kelseyhouston https://padlet.com/dadwatt/shrrs24ty8q6gwyf/wish/2126141055 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.]]> 2022-04-02 00:36:26 UTC https://padlet.com/dadwatt/shrrs24ty8q6gwyf/wish/2126141055 Shelomi Jayatunge shelomi_jayatunge https://padlet.com/dadwatt/shrrs24ty8q6gwyf/wish/2126235224 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. ]]> 2022-04-02 03:41:42 UTC https://padlet.com/dadwatt/shrrs24ty8q6gwyf/wish/2126235224 Rena Savidis-Georgiou https://padlet.com/dadwatt/shrrs24ty8q6gwyf/wish/2131349200 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. 



]]> 2022-04-05 19:30:21 UTC https://padlet.com/dadwatt/shrrs24ty8q6gwyf/wish/2131349200 Nazira Alakoozi https://padlet.com/dadwatt/shrrs24ty8q6gwyf/wish/2140005198 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. ]]> 2022-04-12 00:30:27 UTC https://padlet.com/dadwatt/shrrs24ty8q6gwyf/wish/2140005198