Exploring children’s experiences of gender and heteronormative disruptive texts in early years classrooms

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dc.contributor.authorTrottier, Nicole
dc.contributor.examiningcommitteeMizzi, Robert (Educational Administration, Foundations & Psychology)en_US
dc.contributor.examiningcommitteeWatt, Jennifer (Curriculum, Teaching and Learning)en_US
dc.contributor.supervisorJanzen, Melanie
dc.date.accessioned2023-01-16T17:57:58Z
dc.date.available2023-01-16T17:57:58Z
dc.date.copyright2022-12-17
dc.date.issued2022-12-17
dc.date.submitted2022-12-17T16:11:33Zen_US
dc.degree.disciplineEducationen_US
dc.degree.levelMaster of Education (M.Ed.)en_US
dc.description.abstractEarly years classrooms are sites where children (re)create normative gender and heteronormative discourses. Research demonstrates that teachers can disrupt and broaden children’s understanding of normative discourses through read-aloud sessions with particular kinds of children’s literature. As a teacher-researcher, I conducted a four-week case study in my grade two classroom using poststructural feminism and queer theory as theoretical lenses to explore the ways in which the children experienced and understood literature that challenged the dominant discourses of gender and/or heteronormativity. The findings illustrate the ways in which the children misunderstood the text’s disruptive messaging, rejected the text’s disruptive messaging, and accepted the text’s disruptive messaging. In addition, the findings reveal the importance of explicit teaching to support the children in attending to and interpreting the discursive disruptions. The research demonstrates that teachers need to enlist a critical analysis of potential texts to use with young children, and to this end, I have compiled a list of 13 indicators to support teachers’ in selecting disruptive texts.en_US
dc.description.noteFebruary 2023en_US
dc.identifier.urihttp://hdl.handle.net/1993/37124
dc.language.isoengen_US
dc.rightsopen accessen_US
dc.subjectgenderen_US
dc.subjectheteronormativityen_US
dc.subjectearly years childrenen_US
dc.subjectdisruptive literatureen_US
dc.subjectschemaen_US
dc.subjectidentityen_US
dc.subjectqueer theoryen_US
dc.subjectpoststructural feminismen_US
dc.subjectButleren_US
dc.subjectdisruptive teachingen_US
dc.subjectillustrationsen_US
dc.subjectgender normsen_US
dc.subjecttransgenderen_US
dc.titleExploring children’s experiences of gender and heteronormative disruptive texts in early years classroomsen_US
dc.typemaster thesisen_US
local.subject.manitobanoen_US
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