Addressing LGBT family types through teaching and children’s books in the early childhood setting

Abstract

In our society, the heterosexual nuclear family structure has a long tradition, which permeates discourse of the education system from the early years of primary education. Now, this social tradition faces a number of shifts, such as the presence of different family structures, including LGBT couples. With the recent introduction of the Civil Union’s Act (Cap. 530) and the increased visibility of diverse family realities, the education system needs to find ways of how to include and raise awareness to these alternative structures of the family into our classrooms. Does the heterosexual nuclear family structure leave any room for inclusion of other types of families? How can educators broadcast these different family structures in their classrooms? Is our education system equipped with any resources that help present the positive message of different family realities? Are our children exposed to any form of literature that portrays the realities of the present family types? In this dissertation we analyse the present situation in local Year 3 primary state classrooms. In order to accomplish this, we observed and interviewed four educators on how they portray families in their classroom. Moreover, we examined the set textbooks, reading books and other material that are provided to pupils in the third grade, and how these portray different family types textually and visually. Together, these help create an account of the present situation in our classrooms. Suggestions for improvements, which are more inclusive of diverse family forms present in Maltese society today, are also presented.