What It Looks Like in Practice: Including Nonnormative Genders and Sexualities in Elementary School Teaching

• In Event: Roundtable Session 58
  In Roundtable Session: Sexuality, Gender, and Questioning the Normative in School and Curricular Contexts

Abstract

With the goal of making classrooms increasingly inclusive for all children, including those with lesbian, gay, bisexual, and/or transgender (LGBT) parents and those who may come out as LGBT, this qualitative case study project explores the curricular choices and pedagogical practices of elementary school teachers who address non-normative genders and sexualities with their students. The study explores the approaches and materials teachers use to support their teaching, including their framing of LGBT-related issues, their use of student discussion, and their inclusion of a variety of texts. These case studies provide empirical evidence of classroom practices that interrupt silences around discussing LGBT issues with young children and assist other teachers/teacher educators in recognizing what might be possible for their own classrooms.

Authors

• Caitlin Law Ryan, East Carolina University

• Jill M. Hermann-Wilmarth, Western Michigan University