Abstract
This chapter takes the team approach further and argues that interrupting and reconstructing heteronormativity in these contexts necessitates the development of intersubjective consciousness in both students and lecturers and attempts to outline characteristics of the spaces where interruption happens. It argues that they need to be co-created and co-held in meta-reflexive liminal spaces that emphasise intersubjectivity, encounter, working in the moment, the deconstruction and reconstruction of pedagogical power and its epistemological base, and contests the concepts of the public and private. The pedagogic process will have a number of iterations of Archer’s morphogenetic sequence. The coming out experience is powerful when it is within the context of other personal revelations and other comings out, so people do not fix their views on sexuality (Allen, Higher Education Research & Development, 34(4), 763–775, 2015; Boler, Feeling Power: Emotions and Education. London: Routledge, 1999).
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Seal, M. (2019). Educating the Pedagogical Practitioner: The Liminal Spaces of a Queer and Critical 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_13
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DOI: https://doi.org/10.1007/978-3-030-19089-7_13
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