Enacting an anti-heteronormative praxis in teacher education

Paper presented as part of a symposium session at the National Women’s Studies Association Conference

Much of the research on teacher education focuses on the content of the coursework, students’ learning outcomes, and the long-term impact on students’ dispositions and future practices. The same applies to research on heteronormative discourses in teacher education programs. How do faculty engage in anti-heteronormative work in these spaces? What can such a praxis look like in courses on human development, classroom assessment, and research where the dominant discourse is steeped in the erasure of sexuality and binary notions of sex and gender? This paper shares my reflections on developing a radical politics of anti-heteronormativity in teacher education spaces.