Abstract
In this exploratory study, five elementary educators in Ontario, Canada, were interviewed regarding the extent to which they addressed diverse gender and sexual identities in their classrooms given current, promising programmatic curriculum in Ontario that prioritizes inclusivity. The data in this study were explored through the lens of queer theory. Findings are presented under three dominant themes: the politics behind pedagogy, what is appropriate to discuss in school, and professional development as a way to start the conversation. In conclusion, teachers reported struggles to operationalize new curriculum and required support and guidance to negotiate potential parental resistance.
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