Original Research - Special Collection: Queering the role of Educators in the Workplace
Out in the classroom: Self-disclosure as a ‘pedagogical tool’
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 AfricaAbstract
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.
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