Sexist and Heterosexist Responses to Gender Bending in an Elementary Classroom Author(s): Gail Masuchika Boldt Reviewed work(s): Source: Curriculum Inquiry, Vol. 26, No. 2 (Summer, 1996), pp. 113-131 Published by: Blackwell Publishing on behalf of the Ontario Institute for Studies in Education/University of Toronto Stable URL: http://www.jstor.org/stable/1180039 . Accessed: 22/01/2012 08:57 Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at . http://www.jstor.org/page/info/about/policies/terms.jsp JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact
[email protected]. Blackwell Publishing and Ontario Institute for Studies in Education/University of Toronto are collaborating with JSTOR to digitize, preserve and extend access to Curriculum Inquiry. http://www.jstor.org Articles Sexist and Heterosexist Responses to Gender Bending in an Elementary Classroom GAIL MASUCHIKA BOLDT Universityof Hawaii at Manoa Honolulu, Hawaii ABSTRACT In this article, the work of Judith Butler and Eve Sedgwick is used to analyze responses to gender performances in the author's elementary classroom. Begin- ning with the story of one "gender-bending" boy, Butler's theories are used to understand how incidents in the daily life of the classroom point to the phallol- ogocentrism and heterosexism that, when articulated and strengthened through a shared logic of "normalcy," lend intelligible identities to each member of the classroom community.