Speaking the unspeakable in forbidden places: addressing lesbian, gay, bisexual and transgender equality in the primary school

Un‐believing the matrix: queering consensual heteronormativity

“…Our research suggests that recuperation by dominant discourse comes all too easily, while reinscription requires not only momentary subversion, but persistence. It may not be enough to unpick the knitting, or to provide a momentary glimpse of new imaginaries (Atkinson and DePalma 2008), but our research suggests that teachers must be constantly searching for these moments of degrounding, fleeting as they may be, and seize the opportunity not only to break down incommensurabilities but to make new possibilities. We do not intend to imply that this is a simple, progressive development; in fact, Andy's final reflection on Sam's possible future behaviour suggests that he is far from convinced that this work is finished.…”

“…Drawing on our own research on lesbian, gay, bisexual and transgender equality in primary schools, we consider disruptions (breaking what Butler describes as echo-chains) and reinscriptions (forging new ones) as approaches to queering consent. This vision requires disorganisation rather than resistance and replaces the metaphor of the matrix as a system of externally imposed rules with an understanding of how the matrix -to the extent that it exists at all -relies on hegemony as organised consent.Introduction: un-believing the matrix As researchers concerned with the operation of heteronormativity in educational contexts, we have made considerable use, in our research and writing (Atkinson 2004;Atkinson and DePalma 2008;DePalma and Atkinson 2006, 2007a, 2007b, 2007c) of Butler's notion of the heterosexual matrix 1 -the conflation of sex-gender-sexuality which leads to the normalisation of heterosexuality -and the concomitant notion of compulsory heterosexuality. In a paper entitled Imagining the Homonormative: The Place of Subversive Research in Education for Social Justice (Atkinson and DePalma 2008) we state, 'The heteronormative is the "natural order of things".…”

“…Introduction: un-believing the matrix As researchers concerned with the operation of heteronormativity in educational contexts, we have made considerable use, in our research and writing (Atkinson 2004;Atkinson and DePalma 2008;DePalma and Atkinson 2006, 2007a, 2007b, 2007c) of Butler's notion of the heterosexual matrix 1 -the conflation of sex-gender-sexuality which leads to the normalisation of heterosexuality -and the concomitant notion of compulsory heterosexuality. In a paper entitled Imagining the Homonormative: The Place of Subversive Research in Education for Social Justice (Atkinson and DePalma 2008) we state, 'The heteronormative is the "natural order of things".…”

Dangerous spaces, dangerous memories, dangerous emotions: informal education and heteronormativity – a Manchester UK Youth Work vignette

“…Whilst the place of identity claims in the practice of challenging hegemonic heterosexuality has been widely discussed; in education research (de Palma & Atkinson, 2009), there has been less discussion of the connection between space and identity claims. This connection is especially important in relation to the changing nature and meaning of the publicÁprivate divide and the significance of informal spaces in mediating change processes (Allan, Atkinson, Brace, de Palma, & Hemingway, 2008). It is less common, however, to recognise the place of specific pedagogies in enabling the development of such spaces.…”

“…Such informal community-based space offered and continues to offer alternative stories and practices to young people who are then often empowered to return to school settings and to engage with initiatives such as 'Exceeding Expectations'. Educational practices construct possibilities and spaces for identity projects, and informal community-based educational initiatives have been documented as working very effectively to create spaces for openness (Allan et al, 2008).…”