The Nature of Institutional Heteronormativity in Primary Schools and Practice-Based Responses
This article was published in Teaching and Teacher Education, Volume 26, Issue 8, Author(s): Renée DePalma and Elizabeth Atkinson, " The Nature of Institutional Heteronormativity in Primary Schools and Practice-Based Responses", Pages 1669-1676, Copyright Elsevier (November 2010).
In this article, the authors analyze ways in which institutional heteronormativity operates in primary schools.
The authors report results from their research in UK schools that culminated in a Participatory Action Research project in which practicing teachers explored possibilities for disrupting dominant discourses of sexuality and gender expression.
The authors argue that policy and practice need to be reconceptualised to recognise institutional heteronormativity and to interrogate the discourses underpinning systematic forms of oppression.