Turkish Preservice Teachers’ Perceptions of Children's Picture Books Reflecting LGBT-Related Issues

Dedeoğlu, Hakan; Ulusoy, Mustafa; Lamme, Linda Leonard

doi:10.1080/00220671.2011.627398

Cited by 16 publications

(5 citation statements)

References 18 publications

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“…Dado el alto número de estudios que han reportado respuestas de resistencia y considerando que estas se dan en estudios con intervenciones simples (Bartholomaeus, 2015;Dedeoglu et al, 2012;Gardner, 2016;Maizonniaux, 2017;Mantei, 2015;Smith, 1995) y complejas (Apol et al, 2002;Serafini, 2005), esta representa un interesante área de indagación futura.…”

Section: Discussionunclassified

“…En algunos estudios, este rol es necesario para asegurar un entorno donde los estudiantes se organizan autónomamente para crear significado a partir de los libros (p. ej. Bartholomaeus, 2015;Dedeoglu et al, 2012;Hayik, 2011;Maizonniaux, 2017). En la mayoría de los estudios, los observadores cumplen un rol estable durante toda la investigación; no obstante, en algunas publicaciones, los observadores solo lo son en una etapa específica de esta (Hayik, 2011;Korteweg et al, 2010).…”

Section: El Mediador Como Observador De Las Interacciones Entre Lecto...unclassified

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Los libros álbum radicales en contextos educativos: una revisión sistemática sobre propósitos, competencias y relaciones entre mediadores y lectores

Véliz

2022

Íkala

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A pesar de las expectativas que han generado los libros radicales, no se ha sistematizado el aporte de estos respecto a sus propósitos, las competencias que promueven en los lectores y las interacciones que abren entre mediadores de la lectura (adultos) y lectores infantiles y juveniles. Este artículo pretende llenar este vacío presentando una revisión bibliográfica sistemática de 36 artículos empíricos que reúnen evidencia sobre el trabajo que se está llevando a cabo con libros álbum agrupados bajo la denominación de “radicales” en contextos educativos. Se entiende por “libros radicales” aquellos libros álbum que contiene una sofisticación narrativa (libros postmodernos), temáticas poco convencionales para la literatura infantil (inquietantes) y una producción editorial crossover o para todas las edades. El análisis categorial inductivo revela tres aspectos importantes: a) que los libros radicales son apreciados por producir brechas entre imagen y texto, lo que promueve la construcción de significado diverso en los lectores; b) que la investigación en esta área se enfoca en la promoción de competencias socioemocionales y de literacidad crítica, y c) que el uso de estos libros puede abrir relaciones más simétricas entre mediadores y lectores.

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Section: Discussionunclassified

Section: El Mediador Como Observador De Las Interacciones Entre Lecto...unclassified

Los libros álbum radicales en contextos educativos: una revisión sistemática sobre propósitos, competencias y relaciones entre mediadores y lectores

Véliz

2022

Íkala

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“…A large part of research related to intersectionality, diversity and teacher education has been concerned with examining student teachers' attitudes towards, or how to prepare student teachers to meet, a diversified population of pupils. This includes research on how student teachers are prepared for, or should be prepared for, meeting and/or supporting LGBTQ pupils, or pupils coming from LGBTQ families (see, for example, Coulter et al 2021;Dedeoglu, Ulusoy and Lamme 2012;Herbstrith et al 2013;Kintner-Duffy et al 2012;Kitchen and Bellini 2012). Another example is student teachers' attitudes regarding white privilege, and how these attitudes might change, where "an intervention regarding race, privilege, and oppression can have an impact on the attitudes of pre-service teachers" (McGowan and Kern 2014, 38).…”

Section: Student Teachers' Abilities To Meet Diverse Groups Of Pupilsmentioning

confidence: 99%

Teacher Education Becoming Elsewhere : An Affirmative Critique of Student Experiences through Intersectional Corpomaterial Perspectives

Åkesson

2023

Linköping Studies in Behavioural Science

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Cover design: Brita Lindvall Leitmann ii iii "My diminutive theory's optical features are set to produce not effects of distance, but effects of connection, of embodiment, and of responsibility for an imagined elsewhere that we may yet learn to see and build here." (Haraway 2004b, 64) "What the mind sees, it tells with words, so goes a saying. The world one knows is the world one sees around oneself-whose limited and hierarchized access is protected with ever-higher and mightier walls. What lies beyond is often thought of as all fable. And although living in two dualistic worlds (here versus there) proves to be still acceptable to the rational mind, living in two and many non-opposing worlds-all located in the very same place as where one is-inevitably inscribes silence. Not from elsewhere, but more specifically, from an elsewhere within here." (Minh-ha 2011, 2) v Prologue-Departing from a basement storage This is a thesis about teacher education, how teacher education flows and moves through student-bodies that are commonly marginalised in society, and how the same students affect their programmes. But, I will start in the basement, one of many departures.The basement storage accompanying the apartment I share with my partner is hard to open. Mattresses, an old shower curtain rod, and winter clothes fall out on the dirty concrete floor in the corridor whenever we try to find something, or tuck something new away in there. These few square meters are crowded with old flea market furniture, banners with political messages, ice skates, and boxes filled with sheet music, glittery clubbing outfits, photos, and the abstract category of 'memories'. Organisation is long overdue.When I start looking through the broken cardboard boxes, I realise that a large amount of the weighty cartons contains the countless notebooks from more than fifteen-year-old and binders with documents from my teacher education programme. There are notes from lectures on Vygotsky, didactical triangles, how to detect dyslexia, women in the Middle Ages, and multilingualism. There are handwritten evaluations from the pupils in my school placements, telling me that I "need to be stricter", but also providing advanced feedback on how I should more carefully bridge instructions and putting pupils to work. Intermixed with my-at times scholastic-but more often inattentive, lecture notes, I find implicit traces of my opinions of the lectures in scribbles of "booooooring" and vast quantities of excited exclamation marks. But there is also evidence of other parallel lives.Crisscrossing the pages, I find lists of landlords (my first years in Stockholm I moved between brief subcontracts about ten times) and poems in the margins (telling tales about my as-ever flourishing anxieties and worries). There are protocols from meetings with NGOs, reminders from my volunteer work at the women's shelter, hurriedly-written phone numbers to someone related to a rehearsal space where I played with my band. There is the folder with the report I made to the Equality Omb...

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“…In pluralistic societies, it is incumbent upon educators to prepare their students for the diversity of people they will encounter by helping them to understand both the kinds of diversity that exist, and how to ethically accept and include those who are different. Too often, though, elementary teachers defer this responsibility to later years, assuming either that children are not yet old enough for such content (e.g., Dedeoglu, Ulusoy, & Lamme, 2012), or that a generic treatment of individual differences (e.g., everyone is equal, we're all the same in God's eyes, etc.) will suffice (e.g., Garrahy, 2001).…”

Section: Diversity and Elementary Teachingmentioning

confidence: 99%

Considering Perspectives on Transgender Inclusion in Canadian Catholic Elementary Schools: Perspectives, Challenges, and Opportunities

Wright‐Maley

Davis

Gonzalez

et al. 2016

The Journal of Social Studies Research

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There is a growing recognition in society that more needs to be done to support LGBTQ youth in schools. In particular, school climate reports reveal that this need is particularly pressing for transgender individuals who are little understood and often rendered invisible or made to conform to gender-normative social standards. This mixed methods study surveyed and interviewed preservice teachers at three Catholic institutions. In particular, we focus on the shifting landscape of Catholic education in Canada as it relates to the support of transgender youth. The content of the study is framed by a common first grade social studies theme: family diversity, and takes its lead from the recent papal urging to pursue topics of discomfort at the peripheries of Catholic thinking. We explore how Catholic preservice teachers respond to the idea of teaching about transgender-parent families. The findings show there is dissonance between the personal and professional beliefs of new Catholic teachers. This dissonance is reflective of the beliefs held by North American Catholics at large, thus further illuminating the challenges and opportunities that are present in the emerging discussion about how to best support transgender students in Catholic school contexts.

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Turkish Preservice Teachers’ Perceptions of Children's Picture Books Reflecting LGBT-Related Issues

Cited by 16 publications

References 18 publications

Los libros álbum radicales en contextos educativos: una revisión sistemática sobre propósitos, competencias y relaciones entre mediadores y lectores

Los libros álbum radicales en contextos educativos: una revisión sistemática sobre propósitos, competencias y relaciones entre mediadores y lectores

Teacher Education Becoming Elsewhere : An Affirmative Critique of Student Experiences through Intersectional Corpomaterial Perspectives

Considering Perspectives on Transgender Inclusion in Canadian Catholic Elementary Schools: Perspectives, Challenges, and Opportunities

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