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**268**

**271**

**Chapter 16**

Education

*Adam S. Kennedy*

influence the lives of LGBT+ individuals.

**1. Introduction**

**Abstract**

Foundations for Promoting

Early Childhood Teacher

LGBT+ Social Justice through

This chapter presents a framework for early childhood (EC) teacher education

experiences that align with aims of LGBT+ (lesbian, gay, bi, trans, plus other identities) social justice. The chapter begins with an introduction to the populations addressed: children of LGBT-led families, trans people, children who represent gender diversity, and LGBT+ teachers. Ethical and teaching responsibilities of educators who serve children aged birth to five are shared, including the work of authors in the interrelated fields within EC education. Examples of supportive educator competencies are shared across three critical aims: including and supporting LGBT-led families, supporting children's explorations of gender (including combating gender bias), and supporting LGBT+ educators. Next, a model for authentic, field-based EC educator preparation is presented, including strategies for better linking preparation to practice. Finally, resources for EC educators and those who prepare them are provided. The overall goal of the chapter is to integrate topics, competencies, and issues typically treated separately into a more holistic view of the possibilities within EC teacher education to enhance the inclusivity of preparation programs, broaden the knowledge and skills of pre-service educators, and positively

**Keywords:** gay, lesbian, social justice, early childhood, teacher education

Two decades into the 21st century, preservice educators struggle to openly discuss and integrate practices related to gender, social identities, LGBT-led families, and inclusive curriculum [1]. Teachers experience concern about or fear of what will happen to them if they include books in their classroom libraries that include same sex parents, even when children in those classrooms are members of LGBT-led families. In literature examining teacher perceptions, participants debate practices displaying the most basic level of representation or care. LGBT+ people still worry about the consequences of living authentically as they seek employment as educators, and as they work to secure education and care for their own young children [2]. These are among the challenges in contexts where injustice is the norm. The absence of community or support, inadequate preparation, limited awareness of
