Discussing Princess Boys and Pregnant Men: Teaching about Gender Diversity and Transgender Experiences within an Elementary School Curriculum

Autor/inn/en	Ryan, Caitlin L.; Patraw, Jasmine M.; Bednar, Maree
Titel	Discussing Princess Boys and Pregnant Men: Teaching about Gender Diversity and Transgender Experiences within an Elementary School Curriculum
Quelle	In: Journal of LGBT Youth, 10 (2013) 1-2, S.83-105 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1936-1653
DOI	10.1080/19361653.2012.718540
Schlagwörter	Elementary School Curriculum; Gender Differences; Gender Issues; Sexual Identity; Identification (Psychology); Elementary Schools; Urban Schools; Public Schools; Sexual Orientation; Student Attitudes; Social Attitudes; Individual Differences; Case Studies; Childrens Literature; Consciousness Raising + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; Geschlechterfrage; Geschlechtsidentität; Sexuelle Identität; Elementary school; Grundschule; Volksschule; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Public school; Öffentliche Schule; Sexuelle Orientierung; Schülerverhalten; Social attidude; Soziale Einstellung; Individueller Unterschied; Case study; Fallstudie; Case Study; 'Children''s literature'; Kinderliteratur; Bewusstseinsbildung
Abstract	This study shares the experiences and outcomes of teaching about gender diversity in an elementary school classroom. It outlines how an urban public school teacher included discussions of transgender and gender-nonconforming people within the curriculum and documents the ways in which her students responded to those lessons. By making discussions of gender diversity a recurring theme in the curriculum, students learned to question restrictive social systems, think more inclusively about gender expression and identity, and apply this knowledge to other experiences. The students' responses to these lessons indicate that elementary school-aged children are ready for such an inclusive curriculum. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10