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Caphyra

MA Thesis, Canada: Institutionalized heteronormativity: a queer look at the curriculum in British Columbia

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Caphyra

Institutionalized heteronormativity: a queer look at the curriculum in British Columbia

By Laura Pavezka

University of Victoria, Masters thesis, 216 pages, 2017
PDF available at the link

https://dspace.library.uvic.ca/handle/1828/8574

Abstract

The primary objective of this thesis is to queerly analyze the Planning 10 curriculum of British Columbia, Canada. ‘Queer’ in this case means the destabilization of identities that are traditionally understood in terms of binaries, and normalized through discourse. The lead research question is: how British Columbia’s Planning 10 curriculum (specifically it’s health component) might serve to reinforce and naturalize heterosexuality in its students and by extension in society by utilizing a combination of both Queer and curriculum theories. By using such an analytical framework, this thesis seeks to provide a multi-theoretical analysis of how sex, sexuality and gender identities are maintained and reinforced by the sex education curriculum in BC, and as such, normalized. This work will complement the recent move within curriculum studies from a modernist, or ‘black box’ understanding of curriculum, with a general focus on goals and objectives, towards a post-modernist and hopefully queer(er) understanding. Through both semi-structured interviews with in-service Planning 10 teachers (and one external educator specializing in sex education), and document analysis of the Planning 10 Integrated Resource Package (last revised in 2007), this research will uncovered queer potential within the curriculum, as well as those discursive constraints that might limit challenge to the heteronormative order. This thesis found that although there is the potential to include queer concepts through silence towards identities within the curriculum, because sex education is not a “teachable subject” in teacher education and a lack of professional development opportunities, teachers are left feeling unqualified, underqualified, and generally uncomfortable with the subject matter. More over, the curriculum document provides an “Alternative Delivery Clause” that pushes sex education into the realm of “sensitive subject matter”. This discomfort is further perpetuated by a number of binaries that remain rigid due to heteronormative discourse and other major narratives, while sex education exists in a grey area between private/public, child/adult, school/home, and state/family.
 

12 hits for asexuaity when you search

e.g. from page 169 (paper number, not PDF numbering)

The Planning 10 IRP does not dissuade teachers from discussing such topics as asexuality, but it does not encourage them either: it does not provide depth into the impact and discursive narratives of identities that might be discussed. As mentioned in the interview analysis, in-service teachers must go out of their way to find external resources or find professional development opportunities in order to teach sex education in a way that challenges the heteronormative-patriarchal order.
and page 176 (paper number)
The inclusion of asexuality in discussions surrounding orientation seeks to challenge the hidden curriculum found in sex education that renders individuals invisible for failing to identify into one binary or another.

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scarletlatitude

Thanks for the info! I have added it to the index and I will add it to my research thread. (I'm reorganizing the old one... still... research just keeps on coming in! :) )

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