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Imagining and Moving Towards Nurturing Queer Identities in Alberta Schools: a Narrative Inquiry

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Imagining and Moving Towards Nurturing Queer Identities in Alberta Schools: a Narrative Inquiry University of Calgary PRISM: University of Calgary's Digital Repository Graduate Studies The Vault: Electronic Theses and Dissertations 2020-04-15 Imagining and Moving Towards Nurturing Queer Identities in Alberta Schools: A Narrative Inquiry Maine, Emilie Maine, E. (2020). Imagining and Moving Towards Nurturing Queer Identities in Alberta Schools: A Narrative Inquiry (Unpublished master's thesis). University of Calgary, Calgary, AB. http://hdl.handle.net/1880/111807 master thesis University of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission. Downloaded from PRISM: https://prism.ucalgary.ca UNIVERSITY OF CALGARY Imagining and Moving Towards Nurturing Queer Identities in Alberta SChools: A Narrative Inquiry By Emilie Maine A THESIS SUBMITTED TO THE FACULTY OF GRADUATE STUDIES IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS GRADUATE PROGRAM IN EDUCATIONAL RESEARCH CALGARY, ALBERTA APRIL, 2020 © Emilie Maine 2020 ii Abstract Alberta Education states that they operate within a way of thinking and aCting that demonstrates universal aCCeptance of, and belonging for, all children and students. Despite this statement, reCent evidence shows that within Alberta sChools, queer identities are excluded, homogenized, or simply tolerated within educational institutions. The disCrepancy aCross the province of treatment and commitment to queer education impaCts if and how topiCs surrounding queer identities are taught. Given that Albertan educational institutions are not equally Committed to teaChing queerness, the present study asks the question: how can sChools move towards nurturance of queer identities? Using the language in the Riddle SCale (1994), this study employs narrative inquiry and queer theory to interrogate, trouble, and queer educational institutions to ask how various educational aCtors can embody the core of nurturance, where queer people are seen as indispensable in society. Data colleCted from two primary data sets— publiCly sourced information on queer educational programming, and semi-structured interviews with queer educational speCialists—revealed various dynamiCs that contribute to laCk of nurturing queer educational programs in Alberta sChools. From data analysis, two resonant threads (themes) emerged: (1) the unique context of queer identities in Alberta; and, (2) misConceptions surrounding age, sex, and the subsequent compliCations of teaChing queerness. While nurturance cannot be defined in one partiCular way, this thesis seeks to queer what education could be, and with the narratives of queer educational providers, imagines a future in whiCh queer identities are nurtured aCross the province. Keywords: Queer; education; nurturance; Alberta; Alberta education; narrative inquiry; queer theory. iii Acknowledgements There are so many people that have made it possible for me to Complete this thesis, most of whom have been helping guide me and my learning way before I even began writing. First, I would like to thank my supervisor, Dr. Mairi MCDermott. Without your guidance, support, and encouragement, I would not have made it through my master’s program. I am forever grateful for your knowledge and patience. Thank you to Valerie, my mom, the first educator in my life and my number one supporter. I cannot express how grateful I am for you, and for your unrelenting encouragement. Your dediCation and commitment to life-long learning is inspirational. Thank you to Jamie Anderson—our friendship means the world to me and writing our theses side by side in coffee shops, though diffiCult at times, is something that I will Cherish forever. I am so happy that we get to continue to queer aCademia (and the world) together. Thank you to the incredible educators who took the time to talk with me about what it means to provide queer education. Your insight was invaluable. Thank you to all of the educators and my professors at the University of Calgary who have helped me throughout my aCademiC journey, including Dr. Jim Field, Dr. Marlon Simmons, Dr. Tonya Callaghan, Dr. Gregory Lowan-Trudeau, Dr. RebeCCa Sullivan, and Dr. Po-Ling Josephine Smart. Finally, I thank and aCknowledge my queer community, my queer ancestors, and all of the queer aCtivists that came before me (and all of those that will come after me). When I was a kid, I could have never imagined that I would be at a plaCe in my life that I could be openly queer, or study and write about queerness – but you all made it possible. Everything I do is for us. iv Table of Contents Abstract .......................................................................................................................................... ii Acknowledgements ........................................................................................................................ iii Ch.1 Introduction ................................................................................................................... 1 Who am I?: ......................................................................................................................................................... 1 Thesis question: .................................................................................................................................................. 2 Coffee shops, elections, and ongoing violence: ................................................................................................. 2 Queerness requires more than acceptance: ....................................................................................................... 5 Being queer in school ......................................................................................................................................... 7 Conclusion ........................................................................................................................................................ 16 Chapter Two: Queer Theory & The Riddle Scale .................................................................. 19 How to define queer? ........................................................................................................................................ 19 Engaging in queer theory: ................................................................................................................................ 22 Critical queer theory ......................................................................................................................................... 24 Critiques of queer theory .................................................................................................................................. 25 Riddle Scale .................................................................................................................................. 30 History of the Riddle Scale: .............................................................................................................................. 30 What is the Riddle Scale? ................................................................................................................................. 32 Employing the Riddle Scale: ............................................................................................................................. 34 Narratives of inclusion, acceptance, or tolerance: .......................................................................................... 35 Critiques of the Riddle Scale: ........................................................................................................................... 41 Conclusion .................................................................................................................................... 42 Ch. 3: Literature Review ....................................................................................................... 45 Nurturance ................................................................................................................................... 45 Heteronormativity ........................................................................................................................ 47 How is heteronormativity perpetuated in education? ...................................................................................... 48 Queering ....................................................................................................................................... 53 The act of queering education .......................................................................................................................... 55 Conclusion .................................................................................................................................... 58 Chapter Four: Method and Methodology .............................................................................. 60 Narrative Inquiry & Queer Theory .............................................................................................. 61 What is narrative inquiry? ................................................................................................................................ 62 The importance of relationships in queer research: ........................................................................................ 65
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