Resisting Heteronormative Traditions to Stage the Possible

Abstract

Concerned with the heteronormative nature of education, we engage with queer theory and pedagogy to destabilize heteronormative constructs. Guided by arts-based educational research (ABER) and ethnodramatic practices, we stage the lived teaching experiences of educators who challenge heteronormativity while preparing their students for an elementary school musical production. We discover that creating opportunities for students to delve into varied costumes, themes, and characters can strengthen or transform their self-perception, and can embolden them to uncover facets of their identity. Moreover, our inquiry demonstrates how queering curriculum and pedagogy can provide more inclusive opportunities for all students as they engage in arts learning experiences.