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To browse Academia. Over the past three decades, gender studies have demonstrated, in different ways, that there is not just one form of masculinity and femininity, but several, diverse versions of the sex life. Woman man dualism is not, therefore, the only existing model. It is nevertheless the basis for heteronormativity. It established heterosexuality as a social norm of gender relations. Heteronormativity is embedded in everyday social practices, which is why heterosexual orientations are perceived as 'normal', non heterosexual as 'deviant'.
Individuals are always divided into groups, first girls and boys, and later men and women, that is, sexually categorised. In Gender Trouble, Judith Butler describes how children have to constantly examine their femininity or masculinity so they can act "properly" with playmates and others. In spite of all this, the cultural system of gender binarism and heteronormativity is far from being the only option available.
Butler asserts that the alternative cultural configurations of gender identity Butler, are only maintained and concealed by the prevailing heteronormative discourse in the background.
Strikingly, however, gender diversity is almost never discussed with children. Gender studies emphasise all the more how important it is to address diversity in children's institutions and to strive for new perspectives in pedagogy. This implies finding new ways of interacting and communicating with children, which may be able to question and undermine the prevailing powerful dualistic model. In my research, I examine how the non conforming configurations of gender identity in children Butler, should be presented through the new perspectives of a viable pedagogy, and how the latter is able to respond to, resist, and overcome experimentally the dominant cultural system of two sexes and heteronormativity.
