**8. Positionality and bias**

While the content of this chapter was designed to further discussion about how EC education and the rights of LGBT+ people might be jointly addressed via teacher education, it is inevitable that the assumptions of the author and the limitations of the literature on these topics leave certain individuals and groups behind. This chapter's author is a white, cisgender gay male living in the United States where same-sex marriage is currently legal, residing in a state with progressive educational policies regarding the teaching of LGBT+ content, history, and issues. This scholarly work has been developed at a university with an inclusive nondiscrimination policy and explicit social justice mission. The information in this chapter inevitably reflects these contextual and cultural dimensions, and privileges and biases associated with them. The work here stems from a desire to understand and identify opportunities in early childhood education and teacher education; as a result, the ideas therein reflect and mirror the structures of these professions when those structures should indeed be further interrogated and challenged.
