Putting yourself on the line: Pedagogy, homophobia and the elephant in the classroom

Abstract

A commitment to challenging oppressive power relations within the context of teaching practice requires addressing multiple aspects of identity within the classroom and examining their impact on classroom dynamics. In this paper, I explore some of the challenges of being a lesbian academic navigating homophobia in the higher education workplace, including the classroom and lecture hall. The dilemmas I have encountered include: the degree to which I am open about my sexual identity with students; choosing appropriate moments to come out; and challenging heteronormative and homophobic viewpoints at the same time as encouraging students to freely engage in discussion around a range of complex issues. Attempting to create a non-heteronormative classroom involves a range of strategies, such as incorporating sexuality into the curriculum and supporting LGBT students. Efforts to challenge heteronormativity within higher educational settings reveal how identity and space are mutually constituted.