Pinkwashing Picturebooks: Reading Homonational Heroes Through Contemporary US LGBTQ + Biographies

Wargo, Jon M.; Coleman, James Joshua

doi:10.1007/s10583-022-09496-7

Cited by 7 publications

(9 citation statements)

References 17 publications

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“…Additionally, we need quality books in which students can see themselves, which means minimizing books with animal or other nonhuman characters (Wargo & Coleman, 2021; Young, 2018). While Katie's use of And Tango Makes Three was a solid first text, it was important for her to quickly transition to human characters in the subsequent read‐alouds.…”

Section: Discussionmentioning

confidence: 99%

LGBTQ‐Inclusive Read‐Alouds in a Second‐Grade Classroom

Papola‐Ellis,

Hollenberg

2024

The Reading Teacher

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Section: Discussionmentioning

confidence: 99%

LGBTQ‐Inclusive Read‐Alouds in a Second‐Grade Classroom

Papola‐Ellis,

Hollenberg

2024

The Reading Teacher

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“…Generally speaking, critical literacy practices include any literacy instruction that purposefully guides children to think critically about the world (Bishop, 2014) and builds different literacy skills through a focus on justice, equity, and activism (Brownell & Rashid, 2020;Vasquez et al, 2019). Such lenses allow students to critically explore texts to rethink dominant discourses about gender and sexuality (Wargo & Coleman, 2021). Such readings can also be extended to counter traditional, cisnormative storylines through teaching strategies such as reading and discussion (Dutro, 2001;Hermann Wilmarth et al, 2017), multimedia activities (Wargo, 2017a), writing assignments, and art (Wargo, 2017b).…”

Section: Using Critical Literacy Practices To Teach About Gendermentioning

confidence: 99%

“…Similar activities have also been called “remixing.” Wargo and Coleman (2021) worked with teachers to remix, or critically examine and rewrite, popular fairy tales to challenge dominant portrayals of gender with middle‐grade children. Such activities allow students to reshape traditional stories to be more inclusive and representative of a broader array of gender expression.…”

Section: The Role Of Critical Literacy In Tackling Gender Stereotypesmentioning

confidence: 99%

“I Had a Deep‐Down Stereotype”: Pairing Critical Literacy Practices to Examine Explicit and Implicit Gender Stereotypes with Elementary Students

Whitford

2024

The Reading Teacher

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Connecting literacy to social issues such as gender stereotypes supports reading and writing achievement while also allowing students to think critically and in justice‐focused ways. Such practices allow students to critique gender stereotypes in texts while also examining and even challenging their own implicit perceptions of gender. However, teachers are often not provided support in challenging stereotypical portrayals of gender and are often provided curricula that actively reinforces gender stereotypes. In this article, I explain how to use critical literacy practices to help students examine stereotypical portrayals of gender and their own thinking about gender. I describe a framework for using these practices and provide a specific lesson and its impact on second‐ to third‐grade students.

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“…Taylor calls for more books that subvert the interlocking systems of oppression – racism, heterosexism, classism, ableism, ageism and geographical bias – rather than reproducing subjects who merely seek acceptance or assimilation. Moreover, Wargo and Coleman (2022) discover that many biographies depict homonational historical figures either as humans who excel in their field or as regulatory queer icons who suppress their gender and sexual transgression. They contend that this “pinkwashed” queer history reifies a queer existence without resistance and erases queer and trans people of color, non-normative families and communities and their struggles.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Taylor calls for more books that subvert the interlocking systems of oppressionracism, heterosexism, classism, ableism, ageism and geographical biasrather than reproducing subjects who merely seek acceptance or assimilation. Moreover, Wargo and Coleman (2022) discover that many biographies What does oppression look like?…”

Section: Literature Reviewmentioning

confidence: 99%

What does oppression look like in 2022 notable books?

Zhao,

Khan,

2023

SSRP

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PurposeThis critical content analysis aims to examine the depiction of oppression in the 2022 Notable Social Studies Trade Books (K-2). From the framework of major types and levels of oppression, this paper sheds light on the rich affordances and problematic representations of oppression.Design/methodology/approachFrom the perspectives of an intersectional approach and the framework of oppression, the authors conducted a critical content analysis of the written texts, illustrations and peritexts of the notable books for young readers.FindingsAmong the 73 picturebooks, 46 (63%) include representations of oppression in the written texts and/or illustrations. Half of these books depict more than one type of oppression. The most frequently represented oppression is racism, followed by sexism. There are limited depictions of homophobia, transphobia, ableism, ageism, antisemitism and Islamophobia. Nine books (20%) only include the representation of oppression in the peritexts.Research limitations/implicationsThis study contributes to anti-oppressive education by offering a theoretical framework of oppression, which emphasizes the interlocking systems of oppression. This framework can help foster a holistic understanding of oppression and dismantle it in a holistic way.Practical implicationsThe authors also offer suggestions to help educators curate picturebooks for anti-oppressive social studies education.Originality/valueThis study contributes to anti-oppressive education by offering a theoretical framework of oppression, which emphasizes the interlocking systems of oppression. This framework can help foster a holistic understanding of oppression and dismantle it in a holistic way. The authors also offer suggestions to help educators curate picturebooks for anti-oppressive social studies education.

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Pinkwashing Picturebooks: Reading Homonational Heroes Through Contemporary US LGBTQ + Biographies

Cited by 7 publications

References 17 publications

LGBTQ‐Inclusive Read‐Alouds in a Second‐Grade Classroom

LGBTQ‐Inclusive Read‐Alouds in a Second‐Grade Classroom

“I Had a Deep‐Down Stereotype”: Pairing Critical Literacy Practices to Examine Explicit and Implicit Gender Stereotypes with Elementary Students

What does oppression look like in 2022 notable books?

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