Curricula of oppressions: queering elementary school norms and values

Boni Wozolek, Samantha Antell

Research output: Contribution to journalArticlepeer-review


Troubling longstanding histories of teaching elementary school with an asexual approach for fear of children losing their innocence, this paper argues that schools and teacher preparation programs should be explicit about the inclusion of LGBTQ + voices and perspectives from early childhood forward. Using a narrative inquiry study that foreground the experiences of a 19-year-old college student reflecting on queer-bias at an early age and the exhaustion he endured from various forms of exclusion, the implications for this paper are significant in that they consider not only how curriculum studies should be central to all teacher preparation but also how elementary curricula should be queered.

Original languageEnglish (US)
Pages (from-to)980-992
Number of pages13
JournalInternational Journal of Qualitative Studies in Education
Issue number9
StatePublished - 2022

All Science Journal Classification (ASJC) codes

  • Education


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