Interrupting Heteronormativity: Toward a Queer Curriculum Theory

Abstract

In this article, we inquire into ways that heteronormativity might be interrupted. Working from the premise that discussions of curriculum are not only sexualized, but heterosexualized, we argue that studies of sexuality must become intertwined with all questions of curricular relations. The writing is developed around two recent investigations: one that involved gay, lesbian, and transgendered teachers; and one that emerged from work with teachers, parents, and elementary school children. Through interpretations of specific responses to literary texts given by these adults and children, we seek to demonstrate how queer theory has paralleled and might be used to inform curriculum theory. In particular, we argue that curriculum has an obligation to interrupt heteronormative thinking—not only to promote social justice, but to broaden possibilities for perceiving, interpreting, and representing experience. We suggest that this obligation might be accomplished through the development of heterotopic forms—ones that interrupt familiar patterns of thinking.