‘The C Words’: clitorises, childhood and challenging compulsory heterosexuality discourses with pre-service primary teachers

Abstract

This paper reports on accidental ethnographic research. It arose unexpectedly out of the everyday teaching of first-year pre-service primary teachers at an Australian university. Via narrative, self-reflexivity, and student responses, we explore the interwoven workings of heteronormative, gendernormative and misogynist discourses when a chapter from Queering Elementary Education in the Course Reader created controversy, moral panic and resistance among students. The paper then charts the implementation of various strategies and interventions by the three authors of the paper: Greg, the lecturer; Maria, the Reading's author; and Steph, the Reading's protagonist. While outlining the subsequent shifts in student responses and discourses, we also problematise particular aspects of the processes of intervention where they still point to the insidious power and overarching framework of heteronormativity and gendernormativity that require ongoing challenges.

Acknowledgements

Greg's dedication

In memory of Eric Rofes for your sex-positive writing and passionate activism. Your words continue to inspire me to challenge mainstream norms about sexual desire and pleasure. And to Simon Kirsch, my ‘bad influence’, your encouragement, support, and fierce questioning continue to spur me on.

Steph's dedication

To all children being raised in queer and queer-friendly families and communities.

Maria's dedication

As I wrote in the dedication to the chapter when you were 11 years old, and still holds true today when you are 20: ‘to Steph, for your questions, your insights, your love’. And to Rob, with whom raising Steph has been a shared exhilarating journey.