Teachers following Children?

THIS ARTICLE HIGHLIGHTS ASPECTS of a qualitative research study in New Zealand focused on the operation of teacher discourses of sexuality within early childhood education. The study explored teacher talk and practice about and around sexuality and the subsequent regulation of sexualities in centres. Drawing from the study findings, this article positions teachers' talk and practice about and around sexuality within a framework of heteronormativity, child-centredness and the emergent curriculum. The article provides insight into how this framework licenses absences pertaining to sexualities matters and the ways the absences arise. The article argues such absences create barriers to and/or narrow options for teachers' talk and practice about and around sexuality; reduce opportunities for acknowledgement of difference and diversity; and make attainment of the inclusive ideals of Te Whāriki difficult. The article concludes by re-imagining the way ahead with a view to advancing sexualities matters in early childhood education.