Exploring the Experiences of LGBTQ+ Early Childhood Educators: Navigating and Challenging Heteronormativity in Childcare Settings
This qualitative study explored the childcare experiences of 8 LGBTQ+ early childhood educators in Ontario, Canada. Semi-structured online interviews were conducted through a narrative inquiry-based strategy that allowed participants to share stories, experiences and opinions that informed the research question. Through a queer theoretical framework, with intersectionality in mind, analysis of the findings reminded us that the identities of LGBTQ+ early childhood educators are still being challenged and oppressed within the heteronormative spaces of childcare. How participants navigated their gender identity and sexual orientation was also influenced by other aspects of identity that included disability, mental health status, culture, race, and religion. Recommendations for compulsory anti-bias training were voiced by the participants and the researcher as the next step in moving LGBTQ+ inclusive practices within childcare settings forward. Future research that utilizes queer theory should also take on an intersectional approach in understanding queer lives.
- Master of Arts
- Early Childhood Studies
Granting InstitutionRyerson University
LAC Thesis Type