Heteronormativity

Heteronormativity

Heteronormativity, the “normalising heterosexuality as preferred and acceptable, while simultaneously casting homosexuality as the ‘abnormal other” as defined by Dr Louisa Allen (Allen, 2007), is actively inscribed in the New Zealand education system today. The common perception of the 'normal' and 'natural' status of heterosexuality is presumed through the process of normalisation. Epstein suggests the normalisation of heterosexuality is so deeply embedded in institutional practices and everyday life (Epstein, 2003). For example, schooling discourses and practices are an integral component of the normalisation process of heterosexuality. From early childhood education, gay and lesbian parenting and families were often actively excluded from definitions of what is considered a family. School forms often make the assumption that the student is from a heterosexual family, specifically asking for the names of the father and mother. Chasing and kissing games, Mock weddings, mothers and fathers, are all examples of narratives played by children in Primary School. Such activities are a natural part of children's everyday lives and are rarely questioned by educators, what would be controversial and spark concern however would be a game of "fathers and fathers".

“A recurrent theme about topics that were ‘Not Taught’ at school was the invisibility of same-sex attraction in sexuality education content and in official school culture. Some participants sensed that teachers deliberately avoided this subject because it was controversial and feared students might be ‘converted’ at its mention.” (Allen, 2007) Researchers have noted an absence of homosexuality and lesbianism within sexuality education both nationally and internationally. Students that were found to be same-sex attracted often required ‘special treatment’ such as needing counselling or distinct attention within the curriculum, fostering heteronormativity. This process reinscribes such...