Abstract
Working to combat, speak back to, and shift discourses concerning issues of genders, sexuality/ies, and lesbian, gay, bisexual, transgender, queer, and 2-spirit (LGBTQ2) identities in school classrooms and curriculum, this article highlights the capacity in building more inclusive elementary classroom spaces through tinkering in teacher education. By operationalizing scenes of [q]ulturally sustaining discovery, it theoretically sheds light on how prospective teachers wrote, made, and composed their way into thinking with theory to design more equitable landscapes for learning about LGBTQ2 topics. Pedagogically, the article includes snapshots of [q]ulturally sustaining practice that can be enacted in PK-6 spaces and classroom communities. Articulating a vision for inquiry with elementary teachers and students, the article provides pedagogical implications for interrupting hate through arts-based inquiry and community tinkering.
Published Version
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