ABSTRACT
Troubling longstanding histories of teaching elementary school with an asexual approach for fear of children losing their innocence, this paper argues that schools and teacher preparation programs should be explicit about the inclusion of LGBTQ + voices and perspectives from early childhood forward. Using a narrative inquiry study that foreground the experiences of a 19-year-old college student reflecting on queer-bias at an early age and the exhaustion he endured from various forms of exclusion, the implications for this paper are significant in that they consider not only how curriculum studies should be central to all teacher preparation but also how elementary curricula should be queered.
