Queering the Common Core (and the NGSS): Challenging Normativity and Embracing Possibility

Area of Science:

• Education
• Curriculum Studies
• Sociology of Education

Background:

• Educational standards, including the Common Core State Standards (CCSS) and Next Generation Science Standards (NGSS), often possess a normative purpose that can conflict with equity and justice goals.
• Queer theory's critique of normativity and queer pedagogy offer frameworks for analyzing and transforming educational practices.

Purpose of the Study:

• To apply queer theory and pedagogy to examine how teachers can "queer" the CCSS and NGSS.
• To explore how "queering" standards can disrupt traditional educational structures and promote inclusivity, particularly regarding LGBTQ identities and gender/sexual diversity.

Main Methods:

• A collaborative qualitative approach was employed.
• The research team investigated how pre-service and practicing teachers addressed learning modalities, diverse source selection, and the application of "queer" concepts to challenge norms.

Main Results:

• Teachers explored ways to disrupt traditional communication structures and modes within the existing standards.
• Methods were identified for incorporating LGBTQ identities and gender/sexual diversity into K-12 curricula.
• The study documented practical applications of "queering" the standards by educators.

Conclusions:

• Queering educational standards acknowledges the realities of K-12 schooling while creating opportunities for transformative practice.
• This approach can help make schools sites that foster possibility and inclusivity rather than limit it.
• Applying queer theory to standards offers a pathway for advancing equity and justice in education.