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dc.contributor.advisorVicente, Nancy V.
dc.contributor.authorAcevedo-Velázquez, Gabriel T.
dc.date.accessioned2018-01-26T19:06:02Z
dc.date.available2018-01-26T19:06:02Z
dc.date.issued2016
dc.identifier.urihttps://hdl.handle.net/20.500.11801/222
dc.description.abstractGenders, identity, alongside portrayals of the LGBTQ community, are highly intertwined in And Tango Makes Three and King & King. The publication of Children’s Queer Literature has always been surrounded by controversy, especially when being incorporated in the classroom. However, this genre of literature has become part of pedagogical contexts because of its relation to real life occurrences and society in general. This research seeks to justify the integration of the aforementioned texts in the Puerto Rican classroom as a tool for students and teachers to empathize, understand and analyze the LGBTQ spectrum. Through an analysis of the texts this research aims for students to challenge heteronormative norms, binaries established and embedded in society. Through Judith Butlers understanding and exploration of gender, Warner’s views on heteronormativity and Jagose and Sedgwick’s notions of queerness we explore how theses texts are richly embedded with LGBTQ themes, enough to not conform to heteronormative rules in the classroom. Lastly, teachers are provided with a working framework towards the use of these specific texts in the classroom through the creation of lesson plans based on the Curriculum Maps provided by the Department of Education of Puerto Rico.
dc.description.abstractGéneros, identidad, al igual que la representación de la comunidad LGBTQ esta presentada en los textos And Tango Makes Three y King & King. La publicación de textos con temática homosexual para niños siempre ha estado rodeada de controversia, específicamente cuando tales textos son incorporados dentro del salón de clases. Sin embargo, tal género de literatura se ha convertido en parte de contextos educativos dado a la relación con situaciones verídicas en la sociedad en general. Esta tesis busca justificar la integración, de los textos antes mencionados, en la sala de clases en Puerto Rico como una herramienta para que el estudiante y el maestro entienda y analice el contexto LGBTQ. Basado en un análisis de los textos presentados esta investigación tiene como objetivo que el estudiante rete las normas heteronormativas establecidas y practicadas en la sociedad. Basado en Judith Butler, su entendimiento y exploración de género, Michael Warner y sus definiciones sobre la heteronormatividad y la postura de Annamarie Jagose y Eve Kosofsky Sedgwick sobre términos de homosexualidad exploramos como los textos no presentan la oportunidad para no educar sus temas LGBTQ a los estudiantes en su totalidad. Para finalizar, los educadores son provistos con un marco de trabajo práctico para el uso de estos textos en el salón de clases, basado en los Mapas Curriculares del Departamento de Educación en Puerto Rico.
dc.language.isoenen_US
dc.subjectLGBTQen_US
dc.subjectChildren's literatureen_US
dc.subjectSexual minoritiesen_US
dc.subjectCurriculum evaluationen_US
dc.subject.lcshSexual minorities in literature -- Study and teaching -- Puerto Ricoen_US
dc.subject.lcshMinorities in literatureen_US
dc.subject.lcshHomosexuality and education -- Puerto Ricoen_US
dc.titleDiscovering your own LGBTQ voice: A look at queer children’s literature and their use in the Puerto Rican classroomen_US
dc.typeThesisen_US
dc.rights.licenseAll rights reserveden_US
dc.rights.holder(c) 2016 Gabriel Teodoro Acevedo Velázquezen_US
dc.contributor.committeeRivera, Rosita L.
dc.contributor.committeeAcosta Lugo, Maribel
dc.contributor.representativeRomero, Juan R.
thesis.degree.levelM.A.E.E.en_US
thesis.degree.disciplineEnglish Educationen_US
dc.contributor.collegeCollege of Arts and Sciences - Artsen_US
dc.contributor.departmentDepartment of Englishen_US
dc.description.graduationSemesterSummeren_US
dc.description.graduationYear2016en_US


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