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

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 requ...

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Bibliographic Details
Published in:Journal of lesbian studies 2020-01, Vol.24 (4), p.378-394
Main Authors: Ryan, Caitlin L., Hermann-Wilmarth, Jill M.
Format: Article
Language:English
Subjects:
Anthropology, Cultural
Autoethnography
Behavioral Research
covering
Data collection
Education
Educational research
Elementary schools
empirical research
Heteronormativity
Heterosexism
Heterosexuality - ethnology
Homophobia
Homosexuality
Humans
Inclusive education
LGBTQ people
LGBTQ research
queerphobia
Schools
Sexual and Gender Minorities
Sexuality
Social Norms - ethnology
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Summary: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.
ISSN:1089-4160
1540-3548
DOI:10.1080/10894160.2019.1676567