“Club Reports” Queered Considerations of Children’s Understandings of Families, Relationships,Social Practices, and Literature in an Afterschool Reading Club

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dc.contributor.advisorVivian L. Gadsden
dc.contributor.authorSkrlac Lo, Rachel Jocelyn
dc.contributor.authorSkrlac Lo, Rachel Jocelyn
dc.date2023-05-17T16:08:58.000
dc.date.accessioned2023-05-22T16:53:51Z
dc.date.available2016-04-18T00:00:00Z
dc.date.copyright2016-11-29T00:00:00-08:00
dc.date.issued2016-01-01
dc.date.submitted2016-11-29T13:00:08-08:00
dc.description.abstractThis qualitative inquiry uses queer theory and an epistemic justice framework to analyze interactions in a reading club for first graders. The title “Club Reports” is a play on words referring both to this dissertation and to a bound book of the children’s work. The literary event of a weekly reading club is a lens to consider literacy as a social practice. I ask: what happens when a diverse group of children participate in an afterschool reading club that focuses on representations of families? Data was gathered using ethnographic methods including audio and video recordings, participant interviews, artifact collection, parent interviews, and researcher documentation. Through the analytic framework, I consider if and how our meetings queered normative understandings of gender, family, relationships, literacy practices, childhood, and child cultures. Findings suggest that current knowledge resources about families, children, and social organization more broadly situate cisgender males and heterosexual relationships as the norm. This pervasive heteronormativity may have limited how the group discussed variations in their homes and personal beliefs. This epistemic injustice – or lack of collective resources that reflect the true breadth of experiences – has the potential to harm all participants. This study raises awareness of ways that variations in family and child experiences may be stultified in normative social discourses. Findings are potential resources for researchers, educators, and those interested in inclusiveness in educational settings for children.
dc.description.degreeDoctor of Philosophy (PhD)
dc.format.extent350 p.
dc.format.mimetypeapplication/pdf
dc.identifier.urihttps://repository.upenn.edu/handle/20.500.14332/28895
dc.languageen
dc.legacy.articleid3807
dc.legacy.fulltexturlhttps://repository.upenn.edu/cgi/viewcontent.cgi?article=3807&context=edissertations&unstamped=1
dc.provenanceReceived from ProQuest
dc.rightsRachel Jocelyn Skrlac Lo
dc.source.issue2021
dc.source.journalPublicly Accessible Penn Dissertations
dc.source.statuspublished
dc.subject.otherEpistemic justice
dc.subject.otherFamily diversity
dc.subject.otherFirst grade
dc.subject.otherHeteronormativity
dc.subject.otherQueer theory
dc.subject.otherReading clubs
dc.subject.otherLiberal Studies
dc.subject.otherPre-Elementary, Early Childhood, Kindergarten Teacher Education
dc.title“Club Reports” Queered Considerations of Children’s Understandings of Families, Relationships,Social Practices, and Literature in an Afterschool Reading Club
dc.typeDissertation/Thesis
digcom.contributor.authorisAuthorOfPublication|email:rskrlac@yahoo.ca|institution:University of Pennsylvania|Skrlac Lo, Rachel Jocelyn
digcom.date.embargo2016-04-18T00:00:00-07:00
digcom.identifieredissertations/2021
digcom.identifier.contextkey9424893
digcom.identifier.submissionpathedissertations/2021
digcom.typedissertation
dspace.entity.typePublication
relation.isAuthorOfPublication912a4481-9682-43e1-bcba-7ecabda0647b
relation.isAuthorOfPublication.latestForDiscovery912a4481-9682-43e1-bcba-7ecabda0647b
upenn.graduate.groupEducation
upenn.schoolDepartmentCenterGraduate School of Education Dissertations
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