Countering Censorship of Queer Picturebooks Through Disorientation and Epistemic Responsibility

Abstract

ABSTRACT In this paper, we examine patterns in the censoring of sexuality and gender identity in children's literature over recent decades to inform our analysis of current challenges to and bans of queer picturebooks. To do so, we supplement critical content analysis (CCA) methodology with a genealogical approach to more fully contextualize censoring over time. Drawing on critical, epistemic, and queer theories, we show how knowledge of queerness is disoriented, (re)produced, and (un)done over time via children's picturebooks. Our analysis suggests that censored queer picturebooks may expand the epistemic resources available to readers by: demonstrating the presence of unconditional acceptance and love in queer families; showing how homophobic and transphobic tropes structure conflict and resolution in stories; and revealing how lesbian and gay relationships and trans identities are normalized through portrayals of homonormativity, gender norms, and the gender binary. We conclude by calling on teachers and teacher educators to use this knowledge to embrace epistemic responsibility in the face of book bans and challenges.