Challenges and Opportunities: Book Discussions of Gender Non-Conformity in Two Preschool Classrooms

Autor/in	Faragó, Flóra
Titel	Challenges and Opportunities: Book Discussions of Gender Non-Conformity in Two Preschool Classrooms
Quelle	In: Early Child Development and Care, 193 (2023) 5, S.725-741 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Faragó, Flóra)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2022.2153838
Schlagwörter	Preschool Teachers; White Teachers; Females; Sexual Identity; Gender Issues; Sex Stereotypes; Books; Teaching Methods; Preschool Children; Childrens Attitudes; Discussion (Teaching Technique) + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Weibliches Geschlecht; Geschlechtsidentität; Sexuelle Identität; Geschlechterfrage; Book; Buch; Monographie; Monografie; Teaching method; Lehrmethode; Unterrichtsmethode; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder
Abstract	This qualitative case study investigated how two White female preschool teachers, who were familiar with anti-bias pedagogy, discussed gender non-conformity using a book in their classrooms. The book discussions were audio-recorded and transcribed. Teachers challenged some of the children's gender stereotypes about gender non-conformity; however, teachers did not counter other stereotypes and kept discussions about gender non-conformity at the surface level. Children drew on their normative understandings of gender as a binary concept to make sense of gender non-conformity. Children were aware of gender-stereotyped clothing that would be deemed gender appropriate by their peers or family. Some children had difficulty understanding why a boy would wear a dress, while others challenged gender stereotypes. Teachers did not engage in in-depth discussions around gender non-conformity or around the gendered nature of bullying of a 'girly' boy in the book. Implications are discussed for teacher professional development and for gender-affirming early childhood pedagogy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01