Chapter 9: Battling Heteronormativity In Teacher Education: Reflections on a Human Development Course from a Teacher and Student

Teachers, due to their position of power in knowledge construction processes, can reinforce, deconstruct, and/or disrupt heteronormative discourse. Teacher educators in particular are positioned to train future teachers in how to identify, critique, and disrupt such discourse. The purpose of this chapter is to discuss the anti-heteronormative pedagogy that Peggy used in an undergraduate course on human development. We also share the implications of this pedagogy based on Ingrid’s experiences as a student in the class. This work is based on interactionist theory, queer theory, and nonunitary subjectivity. We used a practitioner-based approach to analyze course materials (e.g., assessments, syllabus), teacher journals, and student assignments. We grouped our understandings into three major areas: an intentionally anti-heteronormative pedagogical approach; assignments and activities that promote dialogue, critical reflection, and investigation into the lived experiences of intersex, trans, and gender nonconforming children; and the implications for a student’s future teaching practice.