| dc.description.abstract | This project addresses teacher’s attitudes and pupils’ access to LGBT representation in the English foreign language (EFL) subject in six Norwegian schools by examining what is available in their school libraries, what kind of representation is found in their EFL textbooks, and by conducting a voluntary and anonymous teacher survey at the selected schools. In order to develop critical awareness of LGBT representation, pupils need to be introduced to accurate and authentic representation of LGBT identifying people; meaning texts with explicit LGBT characters, that avoid problematic stereotypes, and that can act as mirrors and windows where the reader can see themselves and others reflected (Bishop, 1990). Previous studies also show that schools can have a positive impact on pupils if teachers are good role models and create environments where LGBT issues are addressed, for example through the use of LGBT-inclusive literature.
The results from this study show that there is very little LGBT representation in the school libraries and the English textbooks in the selected schools. The textbook representations of LGBT identities are problematic, and when included there is only one representation throughout the entire work. LGBT representations from the school libraries provide more authentic portrayals, but the majority of schools that participated in this study had a very tiny collection that largely included representation of homosexual men. Very few teachers were aware of which LGBT resources they had at their school, and a majority of them had never included LGBT topics in their English teaching. The study suggests that teachers should become more aware of the LGBT resources available to them and where to find additional resources. School libraries should aim at having larger collections of LGBT literature with a wider variety of LGBT identities. And lastly, the textbook producers need to incorporate more authentic and varied representations of LGBT identities. | |
