Disrupting the Heteronormative Mindset in Teacher Preparation Through Inclusive Children's Literature
Doctor of Education (Ed.D.)
Degree Granting Department
Curriculum and Instruction
Michael Berson, Ph.D.
Jennifer Wolgemuth, Ph.D.
Danielle Dennis, Ph.D.
Leia Cain, Ph.D.
critical pedagogy, elementary education, LGBTQ, inclusive curriculum
Because of discrimination that presents itself through bullying based on identity, and the lack of positive LGBTQIA+ representation within classroom lessons, there is a need for a higher quality of preparation for teachers in order to create inclusive environments.
All teachers, particularly new teachers, need to know how to effectively work with diverse learners to meet their needs academically, emotionally and socially. This includes preparing teachers to instruct students and work with families who include LGBTQIA+ members. LGBTQIA+ students are often marginalized, discounted, harassed or invisible. (Kosciw, Greytak, Zongrone, Clark, & Truong, 2018). There is a need for a higher quality of preparation for teachers in order to create inclusive environments. My mixed-methods research examines how elementary education teacher candidates are prepared to teach diverse learners using inclusive children’s literature, examining teacher candidate and instructor perceptions, instructor motivations, curriculum design and instructional strategies, as well as children’s literature resources anyone can include in their classroom.
Scholar Commons Citation
Donahue, Denise I., "Disrupting the Heteronormative Mindset in Teacher Preparation Through Inclusive Children's Literature" (2019). USF Tampa Graduate Theses and Dissertations.