Disruptions of desexualized heteronormativity–queer identification(s) as pedagogical resources

Abstract

Desexualized heteronormativity saturates most educational spaces. Thus, research on LGBTQ teachers tends to focus on the precarious and vulnerable work conditions produced by this norm. The aim of this article is to contribute to a shift in the tale(s) about LGBTQ teachers so that they are presented as subjects rather than victims. Three interviews of self-identified lesbian preschool teachers are read through the lenses of the philosophy of Biesta and queer pedagogy in order to elucidate how being a queer teacher is a positive experience, and to contribute to discussions about queer pedagogy. As positioned outside the heterosexual norm, the teachers have acquired experiences, perspectives, interests, sensitivities, and knowledge that they bring into the educational space. The article highlights how the presence of queer bodies in classrooms interrupts the dominant heterosexual norm. The article highlights how embodiments of non-confirmative gender stand out as a significant trait of queer pedagogy, inducing queer moments of uncertainty that make way for understanding gender and sexuality differently. These queering moments need to be extended to other excluding and limiting norms, such as those of race, class, ableness, and religion, in order to make way for subjectification of students and teachers.