(Re)marking heteronormativity: Resisting practices in early childhood education contexts.

  • Surtees N
  • Gunn A
  • 10

    Readers

    Mendeley users who have this article in their library.
  • 13

    Citations

    Citations of this article.

Abstract

In t his paper we draw from our own experiences and research into sexualities matters in early childhood education to illustrate the ongoing silencing of some forms of sexuality in the contexts of initial teacher education and practices with children and families. Through discourse analysis we explore how, despite increased attention to heteronormativity in research and policy, practices in both contexts remain marked by heteronormativity. How does an investment in silence and heteronormativity lead to or diminish possibilities for high-quality teaching and learning? This paper considers this question and seeks to resist such practices while (re)marking possibilities for the future. [ABSTRACT FROM AUTHOR]

Author-supplied keywords

  • EARLY childhood education
  • GENDER identity
  • HETERONORMATIVITY
  • QUEER theory
  • TEACHER education

Get free article suggestions today

Mendeley saves you time finding and organizing research

Sign up here
Already have an account ?Sign in

Find this document

  • PMID: 57716444
  • PUI: 359022679
  • ISBN: 18369391
  • ISSN: 18369391
  • SGR: 77953660810
  • SCOPUS: 2-s2.0-77953660810

Authors

  • Nicola Surtees

  • Alexandra C Gunn

Cite this document

Choose a citation style from the tabs below

Save time finding and organizing research with Mendeley

Sign up for free