More than Book Talks: Preservice Teacher Dialogue after Reading Gay and Lesbian Children’s Literature

Abstract

In this paper, the author looks at how she attempted to teach her students’preservice teachers;“;to engage in dialogic conversation about gay and lesbian identity using children’s literature with gay and lesbian characters as a jumping off point. Through her analysis, the author has identified two requirements for dialogic conversation among students with divergent approaches to an issue: time and practice.