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dc.contributor.authorPaterson, Kate
dc.date.accessioned2015-03-16T19:51:44Z
dc.date.available2015-03-16T19:51:44Z
dc.identifier.urihttp://hdl.handle.net/10464/6190
dc.description.abstractThis study examines how children make sense of “anti-oppressive” children’s literature in the classroom, specifically, books that integrate and promote positive portrayals of gender non-conformity and sexual diversity. Through a feminist poststructural lens, I conducted ethnographic observations and reading groups with twenty students in a grade one/two classroom to explore how children engage with these storybooks. I further explored how the use of these books in the classroom might help to mediate and negotiate existing gendered and heteronormative beliefs and practices within educational settings. The books used in this study challenge oppressive gender and sexuality regimes within mainstream children’s literature that have traditionally served to marginalize and silence gender non-conforming and LGBTQ individuals. Responses from participants in this study aid in questioning how dominant discourses of gender and sexuality are produced and reinforced, as well as where we may find opportunities for change and reform within the elementary school classroom.en_US
dc.language.isoengen_US
dc.publisherBrock Universityen_US
dc.subjectGenderen_US
dc.subjectSexualityen_US
dc.subjectChildren's literatureen_US
dc.subjectFeminist post-structuralen_US
dc.subjectElementary educationen_US
dc.title"They're trying to trick us!": Making sense of anti-oppressive children's literature in the elementary school classroomen_US
dc.typeElectronic Thesis or Dissertationen
dc.degree.nameM.A. Social Justice and Equity Studiesen_US
dc.degree.levelMastersen_US
dc.contributor.departmentSocial Justice and Equity Studies Programen_US
dc.degree.disciplineFaculty of Social Sciencesen_US
refterms.dateFOA2021-07-31T01:28:01Z


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