A Critical Discourse Analysis of Teachers' Views on LGBT Literature

Autor/in	Schieble, Melissa
Titel	A Critical Discourse Analysis of Teachers' Views on LGBT Literature
Quelle	In: Discourse: Studies in the Cultural Politics of Education, 33 (2012) 2, S.207-222 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0159-6306
DOI	10.1080/01596306.2011.620758
Schlagwörter	Preservice Teacher Education; Preservice Teachers; Teacher Educators; Methods Courses; Childrens Literature; Adolescent Literature; Inclusion; Homosexuality; Sexual Identity; Sex Role; Computer Mediated Communication; Discussion Groups; Discourse Analysis; Criticism; Social Cognition; Social Environment; Classroom Communication; Classroom Environment; Reader Text Relationship; Metacognition; Self Concept; United States + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Teacher education; Education; Lehrerbildung; Methodisch-didaktische Anleitung; 'Children''s literature'; Kinderliteratur; Adolescent; Adolescents; Literature; Jugend; Jugendalter; Jugendlicher; literatur; Inklusion; Homosexualität; Geschlechtsidentität; Sexuelle Identität; Geschlechterrolle; Computerkonferenz; Diskursanalyse; Kritik; Soziale Kognition; Soziales Umfeld; Klassengespräch; Klassenklima; Unterrichtsklima; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Selbstkonzept; USA
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. (Contains 2 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10