Curricula of oppressions: queering elementary school norms and values

Troubling longstanding histories of teaching elementary school with an asexual approach for fear children losing their innocence, this paper argues that schools and teacher preparation programs should be explicit about the inclusion LGBTQ + voices perspectives from early childhood forward. Using a narrative inquiry study foreground experiences 19-year-old college student reflecting on queer-bias at age exhaustion he endured various forms exclusion, implications are significant in they consider not only how curriculum studies central to all but also curricula queered.