_________________________________________________________________
Investigating LGBTQI+ -Based Literature Aimed For Infants Students
_________________________________________________________________
Contemporary Realistic Fiction (CRF) is a genre that tells realistic stories with imaginary characters that depict real-life and society. The settings are believable, and conflicts and resolutions are generally ones that children are easily able to relate to. These stories are set in the present or recent past making it also simple to connect with. Themes that are covered in CRF are ones such as stories about “families, friendships, school, bullying, events such as moving home, losing a loved one.” (Interact notes, Module 3, p.1). Sub genres in CRF such as ones that cover LGBTQI+ themes are becoming slowly available in good book shops. Only recently (last 5 years), children’s picture books including this theme are being produced in more mainstream publishing houses. Before then it was a struggle to find books to suit communities in which TLs served, therefore making it difficult for children to access a book and view it as a mirror to either see themselves or their own families. Rudine Sims Bishop in Caple & Tian (2022) stated, “children not only need to see themselves reflected in the literature that they read, but also need to see through windows into the worlds of others.”
My shadow is pink written by Scott Stuart who is an Australian author that tells a story about a young boy who is part of a male dominated family who have very blue shadows but his is different, his shadow feels pink. It likes ponies, pink toys, fairies, books and princesses. It is written in first person and is narrated by the young boy who is the main character. The secondary character is the boy’s father who suggests to his son ‘that it is just a phase and he will grow out of it’ (Stuart, 2020, p. 9). His father finds it hard to accept and when he starts school and wears a skirt and all the others stare and make fun of him, the boy leaves and his father is saddened to learn that he’s not accepted. He takes off his skirt and pledges to himself to never wear one again. However, his father walks into his room and asks him to put it back on says he taking him back to school. His father also dresses up in a skirt. He points out that those who judge and do not wish to accept him will miss out on knowing the true him and that is their loss. Vardell (2019. p.156) discusses how minorities try to hide or cover their true identities in order to conform to societal norms. It’s a powerful story to illustrate to students that no matter how hard a situation is that over everything it is important to show truth to yourself. This book touches on themes such as gender identity, equality, diversity and self-acceptance.
Mama and Mummy and me in the middle written by Nina Lacour (2022) can assist children in Stage 1 to share in story that can relate to their own lives. There are three main characters in this book, Mama, Mummy and the little girl. The little girl narrates the story in first person- “My mummy is on a work trip” (Lacour, 2022, p. 7) and gives a very real-life narrative of someone who is living a very ‘normal’ life, doing regular things like going to school and the shops while living with 2 mothers- Mama and Mummy. This book shows diversity in the skin colours of the mothers, one is of colour and the other is caucasian. They show love for each other by phoning each other while one is away from home and also for their daughter by doing routine events like kissing her each day she wakes and how they prepare for meals, sitting at the table with the little girl in the middle seat. Giving children the opportunities to share when one of their parents might have been away or when they’ve missed someone can be a great discussion to build empathy. This is the action of the teacher in the story to make her feel that she is not alone. Whitely (2001) cited in Di Battista et al. (2020, p. 6) states that, “gender role beliefs are described as people’s ideas of the proper social roles for which men and women are expected to perform”. Criticism around same-sex parenting is widespread suggesting that more traditional roles of the nuclear family are ones that will give children a more well-rounded upbringing. (Kite & Whitley, 1998 cited in Di Battista et al., 2020, p. 3). Discussing the roles of a family with students will allow for them to see regardless of who their family members are, they are still valuable and have the power to perform tasks that other families do that are made up differently.
Similarly, The Girl With Two Dads written by Mel Elliot (2019) is story that reveals a friendship between two young girls who meet at school when Matilda arrives at her new school, Pearl’s school, for the first time. They share a lot of common interests and become very close friends until one day Pearl is confused when she notices the dad that drops Matilda off is different to the one she’s use to seeing. She queries this and asks where her mum is? She is told that she has two dads who love each other. Central to this story is the theme that parents regardless of the orientations between the couples treat their children the same and have the same rules and expectations, ie. no jumping on beds. Pearl soon realised after visiting Matilda’s house that her parent’s were just pretty regular and said to her own mother and father- they are “just like you and dad!” (Elliot, 2019., p. 23) Posing to children from a very young age about challenging norms and making them understand the differences between relationship types: heterosexual, homosexual and bisexual and bringing to their attention what defines a relationship. Blackburn & Smith (2010) state that “by heteronormativity we mean a way of being in the world that relies on the belief that heterosexuality is normal, which implicitly positions homosexuality and bisexuality as abnormal and thus inferior. It is often much more subtle than homophobia.”
The Rainbow Parade written by Emily Neilson (2022) is a written about the authors real-life experiences of a child about when her two mums use to take her to the San Francisco Pride Parade. She was only young child and loved seeing the people who she said all had three things in common: “they are extra loud, they are super proud and they are very colourful.” (p. 11-12). A rainbow fairy queen stopped and handed her a stickers, plastic necklace and lollies and said she should be proud of her mums and that they should be in the parade. She much preferred to be on the side path watching until one of her mums suggests that they walk in the parade too behind the banner that said ‘LGBTQ+ Families’. She felt very nervous and apprehensive and said she said didn’t think of herself like the people in the parade. She didn’t feel loud enough or proud enough. Her mothers gave her reassurance that she belonged in the parade just as she was and that sometimes finding your pride takes practice. The illustrations show the diversity in that LGBTQI+ families come in all forms and uniqueness should be celebrated like parading. Students need to experience a wide range of reading topics so their views are broadened. The fact that there were boys and girls with a combination of same-sex parents was an inclusive way to show families.
Pink is for boys written by Robb Pearlman is challenging sex/gender binary stereotypes. In a stunningly illustrated way, it shows children that pink is for boys…and girls. It challenges the reader to rethink binary colours and express themselves with every colour of the rainbow. In Western society ‘gender/sex is traditionally viewed as binary, with people falling into one of two categories: male or female. (Morgenroth et al., 2021). The characters in this story are relatable to children and it is about making them understand that regardless of the gender you’re born into, you can feel like you don’t necessarily identify as it. TLs would be able to have rich discussion with students around these themes and assist students through open discussion in understanding that the way we look and the body parts we were given doesn’t always correlate with how we feel, ie. female/ femine, male/masculine. Activities around what interests them is a successful way to query whether activities such as playing with cars or unicorns, dressing up, picking flowers or wearing crowns can be associated with sex/gender. Exposing students to these types of questions and issues is very empowering.
Bibliography
Elliot, M. (2019). The girl with two dads. Egmont.
LaCour, N. (2022). Mama and mummy and me in the middle. Walker Books.
Neilsen, E. (2022). The rainbow parade. Penguin Random House.
Pearlman, R. (2018). Pink is for boys. Running Press Kids.
Stuart, S. (2021). My shadow is pink. Larrikin House.
