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ERIC Number: EJ959883
Record Type: Journal
Publication Date: 2012
Pages: 16
Abstractor: As Provided
Reference Count: 35
ISSN: ISSN-0159-6306
A Critical Discourse Analysis of Teachers' Views on LGBT Literature
Schieble, Melissa
Discourse: Studies in the Cultural Politics of Education, v33 n2 p207-222 2012
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. (Contains 2 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Higher Education; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States