Chapter 5: Using Literacy to Explore Heteronormativity with Second-Graders

Although there has been a growing amount of research exploring lesbian, gay, bisexual, transgender, and queer (LGBTQ) related issues in schools, the context of most of this research is middle and high schools, leaving a gap in understanding the ways these issues surface and operate within primary classrooms. This teacher action research project examines data from an afterschool literacy club with six second-graders. Drawing from queer theory, this project offers a critical analysis of literature discussions of children’s books containing themes of non-heterosexuality and/or non-normative gender expression/identities to understand the ways the children reified, challenged, and disrupted heteronormativity through their discussions. The findings highlight both the problematic and promising possibilities of using LGBTQ-themed texts with young children and encourage teachers and teacher-educators to think through how they might engage young students in grappling with the complexity of the process of privileging and othering, particularly regarding gender and sexual identity.