Exploring family models and SDG number five in picture books. Dialogical alternatives for secondary education
Bibliographic Data
| ID | 22165692 |
|---|---|
| Authors | Amando López Valero (0000-0003-0268-3637, Universidad de Murcia), Amando López-Valero, Lourdes Hernández-Delgado (0000-0003-1680-5674, Universidad de Murcia), Isabel Jerez-Martínez (0000-0002-8304-6383, Universidad de Murcia), Eduardo Encabo-Fernández (0000-0003-2710-2368, Universidad de Murcia, corresponding author) |
| Year | 2025 |
| Volume | 9 |
| Publication date | 2025-01-03 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Frontiers in Education (JOURNAL) |
| Journal identifiers | ISSN: 2504-284X • E-ISSN: 2504-284X |
| Publisher | Frontiers Media SA (PUBLISHER • CH) |
| DOI | 10.3389/feduc.2024.1293889 |
| OpenAlex | W4406056283 |
| Language | EN |
| References cited | 55 |
Introduction This contribution addresses the controversy that often surrounds the educational treatment of new family models. The literature, as a medium of fiction based on reality, reflects social changes, including the organization of families. Promoting gender equality—Sustainable Development Goal (SDG) number five (United Nations)—is closely linked to understanding these new family structures. In this context, picture books—powerful literary resources that combine images and words—should be used to expose students to new realities and raise awareness of diversity, thereby fostering tolerance and respect. Method This study analyzes several picture books, including classics like King and King and more recent titles like Well done Mummy . The analysis will focus on their format and content to determine their suitability for secondary school classrooms, discuss family models, and raise awareness, potentially changing attitudes. Following the analysis, we explore how to incorporate these books into educational sequences, highlighting the use of dialogical discussions to promote critical thinking. Results The results of this contribution will include a list of suggested picture books, an evaluation of their suitability, and proposed didactic strategies. Discussion These aspects will strengthen the classroom treatment of this controversial topic, helping students grow holistically through axiological aspects and the development of SDG number five: gender equality. Additionally, this study will confirm the relevance of using picture books in the classroom within the context of liquid modernity, where audiovisual elements are key motivators for students
Dialogical self · Mathematics education · Pedagogy · Sociology · Computer Science · Literacy and Educational Practices · Literacy, Media, and Education · Mathematics · Parental Involvement in Education · Psychology · Social Psychology
Sustainable Development Goals (SDGs) as a Framework for Corporate Social Responsibility (CSR)
Sustainable Development Goals in Higher Education Institutions
Content Analysis of LGBTQ Picture Books for Elementary Education Through an Intersectional Lens
Sustainable Teacher Training and SDGs Knowledge
What can teachers do to challenge heteronormativity? A systematic literature review
To use or not to use ChatGPT in higher education? A study of students’ acceptance and use of technology
The student as a prosumer of educational audio–visual resources
Social media information literacy
Gender in initial teacher education
The optimistic future of Artificial Intelligence in higher education
What is dialogic teaching? Constructing, deconstructing, and reconstructing a pedagogy of classroom talk
Undoing Gender
Elementary School-age Children's Attitudes Toward Children in Same-Sex Parent Families
Mums, dads and the kids
Social media literacy
Can teachers implement a student-centered dialogical argumentation method across the curriculum
A technology of global governance or the path to gender equality? Reflections on the role of indicators and targets for girls’ education
Are women present in history classes? Conceptions of primary and secondary feminist teachers about how to teach women's history
The Value of a Personal Philosophy of Citizenship Education
Deconstructing gender identity through transformative learning
Conceptualización y reflexión sobre el género y la diversidad sexual
Mapping the Margins
Psychometric Validation of the "LGBTIQ+ Themes in Literature Education" Scale (LTiLE)
Fairy Tales and the Art of Subversion
Gender Gaps in Working Conditions
| Highly cited | No |
|---|