Abstracts
Abstract
This inquiry examines how comprehensive sexuality education in kindergarten can be enriched through arts-based pedagogy and queer theory. Guided by autoethnography, it explores how music, movement, and material provocations can embrace gender diversity, support inclusion, and challenge developmentalist delays that marginalize queer identities and experiences. Analysis examines the tension between responding to teachable moments and taking a proactive, scaffolded approach that weaves inclusive values through learning. Findings highlight the arts as dynamic means for expressing identity, advancing relational belonging, and cultivating inclusive, imaginative environments that affirm the right to self-expression.
Keywords:
- sexuality education,
- early childhood education,
- the arts,
- queer pedagogy,
- queer theory
Appendices
Bibliography
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