{"id":{"repo_id":"brock","oai_identifier":"oai:brocku.scholaris.ca:10464/6190"},"canonical_url":"https://search.dev.ndltd.org/etd/brock/oai:brocku.scholaris.ca:10464/6190","repository":{"repo_id":"brock","name":"Brock University","base_url":"https://brocku.scholaris.ca/server/oai/request"},"display":{"title":""They're trying to trick us!": Making sense of anti-oppressive children's literature in the elementary school classroom","abstract":"This study examines how children make sense of “anti-oppressive” children’s literature in the classroom, specifically, books that integrate and promote positive portrayals of gender non-conformity and sexual diversity. Through a feminist poststructural lens, I conducted ethnographic observations and reading groups with twenty students in a grade one/two classroom to explore how children engage with these storybooks. I further explored how the use of these books in the classroom might help to mediate and negotiate existing gendered and heteronormative beliefs and practices within educational settings. The books used in this study challenge oppressive gender and sexuality regimes within mainstream children’s literature that have traditionally served to marginalize and silence gender non-conforming and LGBTQ individuals. Responses from participants in this study aid in questioning how dominant discourses of gender and sexuality are produced and reinforced, as well as where we may find opportunities for change and reform within the elementary school classroom.","abstract_html":"This study examines how children make sense of “anti-oppressive” children’s literature in the classroom, specifically, books that integrate and promote positive portrayals of gender non-conformity and sexual diversity. Through a feminist poststructural lens, I conducted ethnographic observations and reading groups with twenty students in a grade one/two classroom to explore how children engage with these storybooks. I further explored how the use of these books in the classroom might help to mediate and negotiate existing gendered and heteronormative beliefs and practices within educational settings. The books used in this study challenge oppressive gender and sexuality regimes within mainstream children’s literature that have traditionally served to marginalize and silence gender non-conforming and LGBTQ individuals. Responses from participants in this study aid in questioning how dominant discourses of gender and sexuality are produced and reinforced, as well as where we may find opportunities for change and reform within the elementary school classroom.","abstract_has_math":false,"creators":["Paterson, Kate"],"institution":"Brock University","degree_name":"M.A. Social Justice and Equity Studies","degree_level":"Masters","degree_discipline":"Faculty of Social Sciences","degree_department":"Social Justice and Equity Studies Program","school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-03-16T19:51:44Z","date_published":"2015-03-16T19:51:44Z","updated_at":"2026-07-24T01:23:09Z","subjects":["Gender","Sexuality","Children's literature","Feminist post-structural","Elementary education"],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/10464/6190","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.department","label":"Department","values":["Social Justice and Equity Studies Program"]},{"key":"dc:creator","label":"Author","values":["Paterson, Kate"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2015-03-16T19:51:44Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2015-03-16T19:51:44Z"]},{"key":"dc:date.issued","label":"Date","values":["2015-03-16T19:51:44Z"]},{"key":"dc:type","label":"Dc Type","values":["Electronic Thesis or Dissertation"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Faculty of Social Sciences"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Masters"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A. Social Justice and Equity Studies"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Brock University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Gender","Sexuality","Children's literature","Feminist post-structural","Elementary education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/10464/6190"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study examines how children make sense of “anti-oppressive” children’s literature in the classroom, specifically, books that integrate and promote positive portrayals of gender non-conformity and sexual diversity. 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Responses from participants in this study aid in questioning how dominant discourses of gender and sexuality are produced and reinforced, as well as where we may find opportunities for change and reform within the elementary school classroom."]},{"key":"dc:title","label":"Title","values":[""They're trying to trick us!": Making sense of anti-oppressive children's literature in the elementary school classroom"]}]}],"canonical_facts":{"dc:contributor.department":["Social Justice and Equity Studies Program"],"dc:creator":["Paterson, Kate"],"dc:date.accessioned":["2015-03-16T19:51:44Z"],"dc:date.available":["2015-03-16T19:51:44Z"],"dc:date.issued":["2015-03-16T19:51:44Z"],"dc:description.abstract":["This study examines how children make sense of “anti-oppressive” children’s literature in the classroom, specifically, books that integrate and promote positive portrayals of gender non-conformity and sexual diversity. Through a feminist poststructural lens, I conducted ethnographic observations and reading groups with twenty students in a grade one/two classroom to explore how children engage with these storybooks. I further explored how the use of these books in the classroom might help to mediate and negotiate existing gendered and heteronormative beliefs and practices within educational settings. The books used in this study challenge oppressive gender and sexuality regimes within mainstream children’s literature that have traditionally served to marginalize and silence gender non-conforming and LGBTQ individuals. Responses from participants in this study aid in questioning how dominant discourses of gender and sexuality are produced and reinforced, as well as where we may find opportunities for change and reform within the elementary school classroom."],"dc:identifier.uri":["http://hdl.handle.net/10464/6190"],"dc:language.iso":["eng"],"dc:subject":["Gender","Sexuality","Children's literature","Feminist post-structural","Elementary education"],"dc:title":[""They're trying to trick us!": Making sense of anti-oppressive children's literature in the elementary school classroom"],"dc:type":["Electronic Thesis or Dissertation"],"thesis:degree_discipline":["Faculty of Social Sciences"],"thesis:degree_level":["Masters"],"thesis:degree_name":["M.A. Social Justice and Equity Studies"],"thesis:institution_name":["Brock University"]},"updated_at":"2026-07-24T01:23:09Z"}