Heteronormative gatekeeping when enacting queer research in elementary schools

An autoethnographic perspective

Bibliographic Data

ID12459208
AuthorsCaitlin Ryan (0000-0003-3740-540X, University of North Carolina Wilmington, corresponding author), Caitlin L Ryan (University of North Carolina Wilmington), Jill M Hermann-Wilmarth (Western Michigan University), Jill M Hermann–wilmarth (Western Michigan University)
Year2019
Volume24
Issue4
Pages378-394
Publication date2019-10-17
Open AccessNo
TypeARTICLE
VenueJournal of Lesbian Studies (JOURNAL)
Journal identifiersISSN: 1089-4160 • E-ISSN: 1540-3548
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/10894160.2019.1676567
PMID31621536
OpenAlexW2980989405
LanguageEN
Citations received4
References cited16

Using authoethnography, the authors analyze how queerphobia and cis/heterosexism shape their research process regarding (LGBTQ)-inclusive empirical work in elementary school spaces. With examples from their own experiences, they show how queerphobic gatekeeping affects site access, negotiations required during data collection, and dissemination of the results to others. The authors argue that, taken together, these forces complicate - if not outright prevent - empirical, school-based research with young children, thereby artificially constraining the knowledge base of the field related to LGBTQ-inclusive education. They offer these analyses as affirmations to those facing similar challenges and as education to those in positions of power to change perceptions of, support of, and responses to queer, school-based educational research

Empirical research · Epistemology · Gatekeeping · Heterosexism · Inclusion (mineral · Lesbian · Negotiation · Pedagogy · Perspective (graphical · Political science · Queer · Queer theory · Social science · Sociology · Children's Rights and Participation · Education Discipline and Inequality · Gender Studies · LGBTQ Health, Identity, and Policy · Psychology

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