Teaching Nigerian Heterosexual University Students About Homophobia, Heterosexual Privilege, Anti-LGB Oppression and the Need to Promote Social Justice and Social Inclusion for LGB Persons.

Abstract

This article reports the findings, reflections and lessons learnt from teaching a module on anti-LGB oppression, heterosexual privilege, homophobia and the need for LGB inclusion. It reports the knowledge learnt by heterosexual-identifying university students in Nigeria and their attitudes and responses toward the challenges facing LGB persons. The author draws on evidence from brainstorming sessions, group discussions and other participatory methodologies utilized. The teaching intervention exposed the prejudice, stereotypes and implicit biases of the heterosexual-identifying students toward LGB persons and highlighted the importance of challenging these views in order to disrupt heterosexism. Many participants acknowledged their heterosexual privileges and the disadvantages LGB persons face in society. The teaching intervention led to an increase in the awareness of participants about homophobia and heterosexism as shown by the sympathy the students expressed toward LGB persons who face homophobic victimization and stress. The teaching intervention revealed that some participants have the potentials of becoming heterosexual allies of LGB persons and possibly agents of change in challenging heterosexism and homophobia in Nigeria. The intervention revealed some factors which influenced some students to agree with confronting heterosexism and homophobia as well as factors which contribute to the reluctance of heterosexual-identifying students in assimilating knowledge on anti-heterosexism.