Navigating queer narratives: student teachers’ perspectives on LGBT+ picture books

This study employs a queer theoretical framework to explore three student teachers' interpretations and perceptions of two LGBT+ picture books, including their considerations on integrating these texts into classroom pedagogy. The participants are nearing completion of their initial teacher training at a university in the northern part of England. The picture books that are the focus of the study were purposefully selected owing to their exploration of varied queer themes. Discussion is anchored in metaphor of picture books functioning as either "window" or "mirror," depending on children's individual experiences or identities, therefore necessitating acknowledgment of children's potential future queerness. Through semi-structured interviews and thematic analysis, the study uncovers multifaceted perspectives.
Participants respond positively to both texts and express interest in incorporating these into their teaching practices. However, they additionally demonstrate awareness of potential limitations and complexities, including negative reactions from stakeholders and promoting heteronormativity. Uncertainty is expressed around navigating these issues within existing curriculum and policy frameworks.
The study concludes by advocating for enhanced exploration of these difficulties in initial teacher training and early career stages, if aiming to adequately support these emerging educators in effectively promoting LGBT+ inclusivity in their future classrooms.