Heteronormative gatekeeping when enacting queer research in elementary schools: an autoethnographic perspective.

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ID: 66653
2019
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Abstract
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.
Reference Key
ryan2019heteronormativejournal Use this key to autocite in the manuscript while using SciMatic Manuscript Manager or Thesis Manager
Authors Ryan, Caitlin L;Hermann-Wilmarth, Jill M;
Journal journal of lesbian studies
Year 2019
DOI 10.1080/10894160.2019.1676567
URL
Keywords
heteronormativity lgbtq research autoethnography covering educational research empirical research queerphobia

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