Document Type

Journal Article

Publication Title



Taylor & Francis


School of Education




Rhodes, D., Byrne, M., & Boron, J. (2024). Queering primary initial teacher education. Continuum. Advance online publication.


This research was designed to raise awareness, access and understanding of lesbian, gay, bisexual, transgender, intersex, queer/questioning, asexual/aromantic and others who sit outside of the heteronormative binary (LGBTIQA+), inclusion for pre-service educators studying in Bachelor of Education (Primary) and Master of Teaching (Primary) ITE courses in one Australian university. The project involved the production of three video resources intended for inclusion in existing teacher education units. Whilst originally conceptualized as ’bite-sized‘ resources intended for use by pre-service educators, initial survey data from academic staff indicated the need to first develop the collective understanding of primary education LGBTIQA+ inclusion for the academic staff themselves. This teaching and learning project built on existing work focused on the mapping of LGBTIQA+ content and resources in the Primary ITE courses and is linked to the wider University agenda on equity and diversity. The project was a preliminary investigation into the viability of micro-credentials for Primary pre-service teachers to develop their knowledge and understanding of LGBTIQA+ inclusion in Primary Education. Findings affirm that whilst culturally responsive pedagogical practices are needed in ITE, further resource development and upskilling of teacher educators is required to better support future teachers and the children they work with in relation to LGBTIQA+ issues, and resources.



Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.