(Re)marking Heteronormativity: Resisting Practices in Early Childhood Education Contexts

In this 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 explor...

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Bibliographic Details
Published in:	Australasian journal of early childhood Vol. 35; no. 1; pp. 42 - 47
Main Authors:	Surtees, Nicola, Gunn, Alexandra C.
Format:	Journal Article
Language:	English
Published:	Sage Publications Ltd. (UK) 01-03-2010
Subjects:	Child development Children Discourse analysis Early childhood Early childhood education Early childhood educators Family Practice Pre-school education Preschool teachers Resistance Sex (Biology) Sexuality Teacher training Training of Australia
Online Access:	Get full text
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Summary:	In this 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.
Bibliography:	Australasian Journal of Early Childhood, Vol. 35, No. 1, Mar 2010: 42-47 AUSJEC_c.jpg ObjectType-Article-1 SourceType-Scholarly Journals-1 ObjectType-Feature-2 content type line 23
ISSN:	1836-9391 1839-5961
DOI:	10.1177/183693911003500107