Integrating Queer Theory Into The Classroom

The second strategy is for both ECT and families to develop a queer eye to understand how children’s behaviours reflect and reinforce the norm of heterosexuality (Blaise, & Taylor, 2012). By employing a queer eye into the classroom practice, the stereotypical assumptions on gender behaviours for children would be combated and previous gender bias on children’s capability and behaviours would be challenged (Blaise, & Taylor, 2012). Classroom should be arranged to provide equal resources for different genders. Facilities that pre-conceptualised gender differences should make some changes, such as colour pink on the girl’s washroom tag and blue on the boy’s washroom tag. Moreover, activities should be set up for both genders play, if girls do not want to play in the block area, ECT can programme some dress-ups in it (Robinson & Jones-Diaz, 2006).

By including parents into the programme, it is advantageous to build partnerships between families and ECT as parents’ suggestions are being considered, ECT and parents can collaborate better to promote children’s development of gender identity (Robinson & Jones-Diaz, 2006). It is important for ECT to address diversity in their practices, as families from diverse cultural backgrounds have different views of the gender issue and some of them do not want their children to be exposed to the queer theory (Robinson & Jones-Diaz, 2006). Accordingly, ECT need to be aware of the equity and sensitivity of the gender issue, follow the standard policy and have an open discussion with families before they deliver their curriculum and practices design (Robinson & Jones-Diaz,