ABSTRACT
This chapter examines data from across the course that illustrates students' work with the concept of heteronormativity. It focuses on three main points: heteronormative language, students' self-reflexive positioning, and students' growing awareness of heteronormativity in the world around them. The analysis of students' discourse about heteronormativity and of Mike's narrative work raises a number of implications for teacher education. The chapter also examines how, through the process of returning again and again to one original narrative, Mike developed a deeper understanding of both heteronormativity and homophobia in his life. T. C. Howard's conception of 'critical reflection' among teacher candidates focuses primarily on anti-racist pedagogy, but can also be usefully applied to pedagogy focused on gender identity and sexuality. An adaptation of his framework would call on teacher candidates to 'critique their own thoughts and practices' regarding heteronormative assumptions and biases.
