Voices of Transgender Children in Early Childhood Education

Sullivan, Ashley L.; Urraro, Laurie L.

doi:10.1007/978-3-030-13483-9

Cited by 18 publications

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“…As Jazz's story shows, we must listen to, learn from, and believe children when they speak up about their gender identities. Sullivan and Urraro (2019) assert that "understanding and advocating for this vulnerable population is a critical role of early childhood educators" (p. 5), particularly if trans children do not have supportive guardians at home. One of the most important takeaways from I Am Jazz is that no one knows Jazz as well, or as intimately, as she does.…”

Section: Knowing One's Gendered Self: a Picture Book Coming-out Storymentioning

confidence: 99%

Gender Disrupted During Storytime: Critical Literacy in Early Childhood

Burton

2020

J Child. Stud.

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In Western early childhood education, cultural expectations about socially acceptable gender performance too often divide young learners along the Victorian sex-gender binary, erasing the beauty of childhood gender diversity. This essay advocates for the development of children’s gender literacy skills through the use of picture books. Building on Judith Butler’s theory of recognizability, I argue that gender is a sociocultural construct that can be actively disrupted during storytime activities. Texts featuring gender-nonconforming characters and corresponding pedagogical strategies for deconstructing gender portrayals in children’s literature are analyzed and offered in this essay.

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Section: Knowing One's Gendered Self: a Picture Book Coming-out Storymentioning

confidence: 99%

Gender Disrupted During Storytime: Critical Literacy in Early Childhood

Burton

2020

J Child. Stud.

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Honoring Trans and Gender-Expansive Students in Music Education

Garrett¹,

Palkki²

2021

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Trans and gender-expansive (TGE) youth deserve safe and empowering spaces to engage in high-quality school music experiences. Supportive music teachers ensure that all students have access to ethically and pedagogically sound music education. In this practical resource, authors Matthew Garrett and Joshua Palkki encourage music educators to honor gender diversity through ethically and pedagogically sound practices. Honoring Trans and Gender-Expansive Students in Music Education is intended for music teachers and music teacher educators across choral, instrumental, and general music classroom environments. Grounded in theory and nascent research, the authors provide historical and social context, and practical direction for working with students who inhabit a variety of spaces among a gender-identity and expression continuum. Trans and gender-expansive students often place their trust in music teachers, with whom they have developed a deep bond over time. It is essential, then, for music teachers to understand how issues of gender play out in formal and informal school music environments. Stories of TGE youth and their music teachers anchor practical suggestions for honoring students in school music classrooms and in more general school contexts. Part I of the book establishes the context needed to understand and work with TGE persons in school music settings by presenting essential vocabulary and foundational concepts related to trans and gender identity and expression. Part II focuses on praxis by connecting research and teaching pedagogy to practical applications of inclusive teaching practices to honor TGE students in school music classrooms.

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Garrett,

Palkki

2021

Honoring Trans and Gender-Expansive Students in Music Education

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Voices of Transgender Children in Early Childhood Education

Cited by 18 publications

References 0 publications

Gender Disrupted During Storytime: Critical Literacy in Early Childhood

Gender Disrupted During Storytime: Critical Literacy in Early Childhood

Honoring Trans and Gender-Expansive Students in Music Education

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