Dragon wings and butterfly wings: implicit gender binarism in early childhood

Teachers’ representations of genders and sexualities in primary school: the power of curriculum and an institutional ideological code

“…As points out, readers in institutions are trained, in that they are not simply 'reading', but instead are looking for particular orders, and making sense of what has been authorised, and what has not. As Callahan and Nicholas (2019) explain, discourses such as gender binarism tend to be "reinforced through subtle, but omnirelevant, invocations of gender" (p. 705). In this case, what is authorised is not only the teaching a particular genre of text (fairy tales), but also a discussion on stereotypes, perhaps based on the broader ideological code that organises the curriculum as a text.…”

Stories 'with the Characters Reversed': Children's Opinions of Feminist Children's Stories in Early Education

“…Along the same lines, some research suggests that it is important to pay attention to age in the learning process of the gender category (Trautner et al, 2005). More specifically, some recent studies state that there is a need to further explore the knowledge that young children have about gender, since between 2 and 6 years of age the learning of the gender category increases rapidly (see for example Callahan & Nicholas, 2019). The work we present pays attention to the gender discourses used by boys and girls between the ages of 3 and 5 years (corresponding to the preschool stage of the Spanish education system) when they discuss feminist stories.…”

“…However, the truth is that there is a lack of studies to give continuity to Davies' study, deepening the understanding of feminist stories by children of preschool age. In the context of the broader literature, in recent years more attention has been paid to the gender discourses that circulate in preschool classrooms (see for example Callahan & Nicholas, 2019;Lyttleton-Smith, 2019). Nevertheless, as Callahan and Nicholas (2019) suggested, the understanding of the gender category by preschool boys and girls is still not sufficiently studied.…”

“…In the context of the broader literature, in recent years more attention has been paid to the gender discourses that circulate in preschool classrooms (see for example Callahan & Nicholas, 2019;Lyttleton-Smith, 2019). Nevertheless, as Callahan and Nicholas (2019) suggested, the understanding of the gender category by preschool boys and girls is still not sufficiently studied. This is due to the generalized belief that at these ages, boys and girls still show difficulties in understanding and discussing gender issues.…”

Family relationships and LGB first homelessness in Australia: What do we know and where should we go?

“…Dominant social processes in Australian society, including how children are raised in families and educated in schools, often constitute heterosexuality as normal and natural, and supposed deviations from this norm may be silenced, denied or overtly punished. Importantly, heteronormativity prescribes appropriately gendered behaviour for ‘girls’ and ‘boys’, along with the assumption that there are two sexes which are polar opposites (see Callahan and Nicholas, 2018). Gender non-conforming behaviour in early childhood, in a strongly heteronormative family or school environment, often brings with it a concern or assumption that children will grow up to be something ‘other’ (for example, transgender and/or a different sexual orientation, such as lesbian, bisexual, or gay).…”