Heteronormativity is the prevailing assumption or belief that heterosexuality is the only ‘natural’ and ‘normal’ form of sexuality. Heteronormativity relies on the concept of the ‘gender binary’ which consists of male and female, and assumes that one sex / gender will be attracted to the opposite sex / gender. In heteronormative societies, dominant discourses position those who are heterosexual and ‘cisgender’ (a person who identifies with the sex / gender assigned at birth) as normal, while positioning anyone who does not align with those identities as abnormal or ‘othered’ in some way.
Heteronormativity is upheld in schools and classrooms every day. Think of young children in Kindergarten ‘playing’ by mimicking gender roles and common stereotypes surrounding gender expression. This is rarely, if ever, considered inappropriate or unnatural – as long as the behaviors and expressions (clothing, mannerisms, emotions, etc.) are in alignment with their assigned sex / gender. However, students who do not conform to rigid structures of gender performativity (Butler, 1990) may experience negative reactions from peers, staff, and caregivers.
Consider how ‘normal’ it is to read a book in any grade which features cisgender characters or heterosexual parental structures. However, reading a book that features a gender nonconforming character, or allows a ‘non-traditional’ family configuration to become visible – much less celebrated – is entering into a ‘dangerous’ zone that is likely to involve criticism or pushback. Similarly, educators who are ‘straight’ can freely discuss their significant others without fear of being criticized or punished. It is considered ‘normal’ and ‘natural’ to be straight, and therefore, no disclosure of that identity is necessary. It is assumed, expected, and accepted by broader society.
Heteronormative discourses and their accompanying social do’s and don’ts create a hostile world for anyone who is ‘othered’ by their gender (identity and/or expression) or sexuality. In order to create safe spaces for ALL students, attention should be given to heteronormative discourses that appear in classrooms, materials, and school policies.
Heteronormativity can be disrupted by assessing materials and messages relating to gender (identity, roles, expectations, expression, etc.) and sexuality, and challenging rigid notions of either. Educators can disrupt heteronormativity by not making assumptions about other people’s identities, and by adopting practices such as normalizing the sharing of pronouns and enforcing their correct usage.
Disrupting heteronormativity means increasing the visibility of and dialogues surrounding non-conforming identities and experiences, and ensuring that ALL students can see themselves (or families, or friends) represented and respected in the classroom. Disrupting heteronormativity also means increasing the visibility of cisgender people in roles and expressions that are traditionally associated with the ‘opposite’ gender (example: a stay-at-home father nurturing a baby).
Utilizing critical theories such as critical discourse analysis, post structuralism, feminist post structuralism, and queer theory are helpful in assessing language for the ways it establishes and enforces social norms (and social inequities) relating to gender and sexuality. Critical theories can also help shine light on the ways that language and dominant discourses are tools of social control, tools of oppression, and also tools of resistance. Click here to learn more about critical theories.
Butler, J. (1990). Gender trouble: Feminism and the subversion of identity. Routledge.
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