Beyond the Binary in Elementary School

• In Event: What's the T? Queer Realities and Queer Possibilities in K–12 and Teacher Education

Abstract

Objectives:
This self-study illustrates how “queered” professional development (PD) for elementary school teachers resulted in their capacity to use LGBTQ-inclusive instruction to de-center heteronormativity and normalize the presence of LGBTQ people through curriculum and instruction. Introduction of a student perception survey data highlighted pervasive experiences of homophobic and gender-biased bullying in their schools and the need for professional learning to increase staff knowledge about non-binary pluralities of sexual orientations and gender identities/expressions.

Theoretical Perspective:
This study draws on elements of queer theory and concepts such as heteronormativity, heterosexism, and the limitation of binary identity categories. This framework informed the approach towards integrating LGBTQ-inclusiveness in teacher pedagogy and PD (Robinson & Ferfolja, 2008; Zacko-Smith & Smith, 2010). Culturally Sustaining Pedagogy (Caraballo, 2016; Paris; Paris & Alim) also provided a nuanced understanding of identities in flux.

Data courses, evidence, objects, or materials:
I analyzed records I created from personal reflections on effectiveness of district and school site professional development sessions. I used planned agenda and collaborative long-term planning logs to reflect on outcome effectiveness with staff and impact on school-based activities. I generated writing as a self- study inquiry, tracked the crystallization of my thoughts about successful and ineffective tools and processes effecting the use of LGBTQ-inclusive instruction.

Mode of Inquiry:
This is self-study (Berry & Taylor, 2016) explores how I (as a school leader) promoted professional development strategies to increase teacher knowledge and awareness about pedagogy conducive to safe and queer/culturally inclusive elementary school environments for LGBTQ students and families. I analyzed the professional development I provided at two schools in an urban K-12 school district.

Results:
The student perception survey results about bullying behavior (including homophobic behavior) served as the imperative for PD with elementary teachers on the role uninterrupted heteronormativity plays in sustaining homo/transphobic aggression and the manner in which students are able to enact their queer identities in school. The PD and in-class modeling of instruction centered on countering heteronormative assumptions that I provided supported a groundswell of student (and teacher) engagement as ally activists at their sites. This contributed to the implementation of a queered curriculum and instruction.
Scholarly Significance:
My self-study as a professional development specialist focusing on the needs of LGBTQ students in my district’s elementary schools yielded tools for successful professional development. It is the basis for collaborative professional learning tailoring LGBTQ-inclusive instruction and developing LGBTQ-inclusive culture for each school. This study complements the emerging array of research on the value of specific elementary LGBTQ-inclusive curriculum instruction, and is intended to inform conversations about how teachers can be supported to interrupt heteronormativity as the discourse that sustains invisibility and hostile school environments for LGBTQ people.

Author

• Lynn Bravewomon, Hayward Unified School District