Original Research - Special Collection: Queering the role of Educators in the Workplace

Out in the classroom: Self-disclosure as a ‘pedagogical tool’

Anthony Brown
African Journal of Career Development | Vol 6, No 2 | a142 | DOI: https://doi.org/10.4102/ajcd.v6i2.142 | © 2024 Anthony Brown | This work is licensed under CC Attribution 4.0
Submitted: 13 May 2024 | Published: 11 September 2024

About the author(s)

Anthony Brown, Department of Educational Psychology, Faculty of Education, Stellenbosch University, Stellenbosch, South Africa

Abstract

Background: In South African higher education, LGBTQ+-identifying educators often navigate heteronormative and cisnormative spaces that marginalise their identities. Self-disclosure by LGBTQ+ educators have the potential to disrupt these norms and foster inclusivity, but it also carries personal and professional risks.

Objectives: This autoethnographic study explores the transformative potential and challenges of self-disclosure by LGBTQ+ educators in South African higher education, focusing on my experiences as a gay professor.

Methods: The study employs an autoethnographic approach, drawing on my personal narratives, reflections and artefacts related to my experiences of self-disclosure in the classroom. The data were analysed using a thematic analysis approach, informed by critical and transgressive pedagogies and queer theory.

Results: Disclosure about my sexual orientation confused students’ assumptions that I am heterosexual. It challenged their prejudices about LGBTQ+ identities. It also created opportunities for critical dialogue and fostered a more inclusive classroom environment. However, this article also reveals the institutional and social barriers that continue to marginalise LGBTQ+ voices in South African education.

Conclusions: Self-disclosure by LGBTQ+ educators can be a transformative pedagogical tool for challenging oppressive norms and fostering social justice in education. However, it is a complex and risky process that requires institutional support and personal resilience.

Contribution: The study highlights the need for further research on LGBTQ+ educators’ experiences and pedagogical practices in South Africa and beyond.


Keywords

LGBTQ+ educators; self-disclosure; heteronormativity; autoethnography; South African higher education; cisnormativity.

Metrics

Total abstract views: 433
Total article views: 436


Crossref Citations

No related citations found.