Presentation: Meagan Montpetit October 28, 2009

 To identify how heternormativity is perpetuated in common educational discourse  To offer possible explanations for heternormativity  To offer pedagogical practices to change dominant ideals

“The term is used to designate how heterosexuality is constituted as the norm in sexuality” (Robinson, 19)  It is constructed through the process of normalisation.  It is often related to biological definitions of male and female.

Video on children’s representations of gender e3Nbc2g&feature=related

 Performativity refers to establishing societal norms through the repetition and recitation of specific discourses.  Children ‘act’ out hegemonic representations of gender specific roles that are historically and culturally significant

Children who are exposed to homosexuality on a regular basis, must question dominant norms of sexuality, children who are not exposed to homosexuality do not.

 Adult fear of sexualizing children, but... › Children are being exposed to sexuality  Popular media, adult reinforcement of gender stereotypes. › Many children do not discuss sexual abuse, possibly because sexual topics are so taboo › Ruin child’s innocence. › Fear that discussing homosexuality with children will ‘make them gay’

 Heternormativity is represented in: › Books › Common childhood role playing games › Movies › Ads › Toys geared toward gender

 Sexual identities are not fixed or stable, but shifting, dynamic, and constructed  Challenges the normality of heterosexuality, and the ‘othering’ of non-heterosexual identities  Challenges that one’s sexuality and gender are fixed in one’s biological sexed body

 Informed by queer theory  Critically examine representations of heteronormativeity  Seeks to indentify ‘commonsense’ practises that perpetuate gender and sexual stereotypes  Identify normalising discourses that attribute power to specific sexual identities  Encourages educators to ask questions that critically unpack discourses that normalise specific gender and sexual roles  Examine the heteronomalization of children’s worlds contribute to the development of the gender and sexual identities.

 Breakout 1: Judith, David, Pazit, Daniel, Roger Discuss adult fear over prematurely exposing children to sexuality. What are the implications of not discussing sexuality with children, in your opinion?  Breakout 2: Andree, Tahani, Lisa,,Tara Discuss where you have seen examples of representations of homosexuality within education. Is homosexuality presented as normal as heterosexuality in these instances?  Breakout 3: Maria, Liliam, Audrey, Sonia, Discuss examples of how gender roles, explicitly express heternormavity and your experiences of this in the classroom.  Breakout 4: Sarah, Lauren, Amy, Vicki Many parents are apprehensive about their children being exposed to homosexuality, how as an educator can you approach the subject with your students to ensure parents feel comfortable?