“They Didn’t Have Out There Gay Parents—They Just Looked Like Normal Regular Parents”: Investigating Teachers’ Approaches to Addressing Same-Sex Parenting and Non-normative Sexuality in the Elementary School Classroom WAYNE MARTINO University of Western Ontario London, ON, Canada WENDY CUMMING-POTVIN Murdoch University Perth, Australia ABSTRACT In this article we draw on queer theoretical and critical literacy perspectives to investigate elementary school teachers’ pedagogical approaches to addressing same- sex parenting and non-normative sexuality in the elementary classroom. Through undertaking case study research, we examine two Australian elementary school teachers’ reflections on using literacy resources in their classrooms which include representations of same-sex families/relationships. Our overall aim in reporting on this study is to provide further insight into the pedagogical potential for interrupting heteronormativity in the elementary school classroom and within the broader context of English education. Implications of the research for pre- service teacher education and for the professional learning of teachers more gen- erally are outlined. INTRODUCTION In this article we draw on interviews in Western Australia with two teachers who were provided with the opportunity to reflect on the potential for using literacy resources depicting same-sex parenting and non-normative sexuality in the elementary school classroom. Such teacher reflections are © 2011 by The Ontario Institute for Studies in Education of the University of Toronto Curriculum Inquiry 41:4 (2011) Published by Wiley Periodicals, Inc., 350 Main Street, Malden, MA 02148, USA, and 9600 Garsington Road, Oxford OX4 2DQ, UK doi: 10.1111/j.1467-873X.2011.00557.x