IN THIS PAPER WE DRAW from our own experiences and research into sexualities matters in early childhood education to illustrate the ongoing silencing of some forms of sexuality in the contexts of initial teacher education and practices with children and families. Through discourse analysis we explore how, despite increased attention to heteronormativity in research and policy, practices in both contexts remain marked by heteronormativity. How does an investment in silence and heteronormativity lead to or diminish possibilities for high-quality teaching and learning? This paper considers this question and seeks to resist such practices while (re)marking possibilities for the future.
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