Abstract Using authoethnography, the authors analyze how queerphobia and cis/heterosexism shape their research process regarding (LGBTQ)-inclusive empirical work in elementary school spaces. With examples from their own experiences, they show how queerphobic gatekeeping affects site access, negotiations required during data collection, and dissemination of the results to others. The authors argue that, taken together, these forces complicate - if not outright prevent - empirical, school-based research with young children, thereby artificially constraining the knowledge base of the field related to LGBTQ-inclusive education. They offer these analyses as affirmations to those facing similar challenges and as education to those in positions of power to change perceptions of, support of, and responses to queer, school-based educational research.

中文翻译：

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在小学进行同性恋研究时的非常规门禁：一种人种志的观点

摘要作者利用民族志学，分析了恐怖症和顺式/异性恋主义如何影响他们在小学空间（LGBTQ）在内的实证工作的研究过程。通过他们自己的经验中的例子，他们展示了恐惧恐怖的关守如何影响站点访问，数据收集期间需要进行的谈判以及将结果传播给其他人。作者认为，这些力量加在一起（如果不是完全阻止的话）会使与幼儿进行的基于经验的，基于学校的研究复杂化，从而人为地限制了与LGBTQ包容性教育有关的领域的知识基础。他们为面临类似挑战的人们提供了肯定的分析，并为有能力改变对基于学校的酷儿教育研究的看法，支持和反应的人提供教育。