| Popis: |
This chapter gives an overview of how heteronormativity has traditionally been interrupted in higher education. It begins by examining the use of self as a pedagogic tool. It outlines how, in the 1990s, the dominant view in the literature was of coming out as a necessity and a duty for an LBGTQ lecturer in higher education. The chapter then explores the traditions of queer theory and critical pedagogy, and assesses the potential for combining them. Post-gay and post-closet discourses are acknowledged. The chapter will examine two relevant debates within the queer studies literature, particularly in terms of queer pedagogy: whether heterosexuality can be queered and whether straight people can queer it. |
