Queering the Social Studies: Lessons to Be Learned From Canadian Secondary School Gay-Straight Alliances

• In Event: Poster Session 9
  In Poster Session: Research in Social Studies Education

Abstract

This paper examines what Social Studies teachers can learn from Gay-Straight Alliances (GSA). Findings reveal how educators can borrow GSA members' queer teaching and learning practices, and integrate their insights within Social Studies classrooms to disrupt (hetero/cis)normativity. Data derived from semi-structured interviews with five Canadian high school GSA members were analyzed using the queer theoretical and pedagogical insights. Three prominent themes emerged: 1) GSAs’ queer educative role compensated for a void in LGBTQ curricular content; 2) the personal characteristics of students provide insight into how Social Studies educators can mirror youths' drive to learn about and challenge (hetero/cis)normative assumptions; and 3) GSA's queer educational approaches differed from the (hetero/cis)normative teaching and learning practices of their educators.

Authors

• Alicia Anne Lapointe, The University of Western Ontario

• Jenny Kassen, The University of Western Ontario