Abstract
This chapter assesses the pedagogic potential of coming out as a lecturer. It argues that coming out can be a legitimate method of interrupting heteronormativity, but that it needs to be a visceral pedagogical act done concurrently with interrupting other social constructions that challenge the private/public binary. Coming out is powerful, when done as part of breaking down ownership of knowledge creation, and public and private. One-off coming out in sessions seem to be of limited value, apart from giving students a visceral experience of being in the room with an LGBT person, which can, in some cases, re-enforce negative views. However, such visceral experiences are critical to be able to get behind people’s performances of cognitive tolerance and explore their underlying conflicting attitudes, fears, feelings, avoidance and defensive reactions.
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Seal, M. (2019). The Coming Out Imperative: Self-revelation as Pedagogy. In: The Interruption of Heteronormativity in Higher Education. Queer Studies and Education. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-19089-7_10
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