This book reports findings of a qualitative study intended to disrupt notions of heteronormativity amongst preservice elementary teachers by engaging them in multimodal writing and text production around issues facing LGBTQIA+ youth.
Against the backdrop of increasing anti-transgender sentiment in the United States, the text highlights the necessity of integrating queered pedagogy in teacher education to facilitate candidates- movement through the continuum and leave them prepared, equipped, and willing to support children identifying as LGBTQIA+. Through analysis of picture books, infographics, and multimodal texts produced by teacher candidates, this cutting-edge volume develops a continuum of engagement, from apathy through to active allyship, with LGBTQIA+ youth.
This timely volume will benefit researchers, academics, and educators with an interest in gender and sexuality studies, primary and elementary education, as well as teacher education more spec
