Theses and Dissertations

Date of Award


Document Type


Degree Name

Doctor of Education (EdD)


Curriculum & Instruction

First Advisor

Laura Jewett

Second Advisor

Ana Carolina Diaz Beltran

Third Advisor

Pauli Badenhorst


Heteronormative culture and curriculum have traditionally prevailed within the college classroom (MacGillivray, 2000). Many LGBTQQIA+ students still find challenges regarding acceptance and integration which may impact their learning experiences (Nodin 2022). Addressing heteronormative curriculum and pedagogy includes discussing the relevance of LGBTQQIA+ inclusivity, visibility, and histories. For schools to become safe and welcoming environments for members of the LGBTQ+ community, and for the negative consequences of heterosexism to diminish for all, homophobia, heterosexism, heteronormativity, and heterosexual privilege must all be explicitly addressed and interrogated in students’ learning (Nunn & Bolt, 2015). One of the ways to do this and ameliorate the adverse effects of heteronormativity is through the creation of autobiographical dramas that construct meaning from LGBTQQIA+ experiences in an attempt to expand ways of knowing, seeing, being, and teaching.


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