Out in the classroom: Self-disclosure as a ‘pedagogical tool’
African Journal of Career Development
| Field | Value | |
| Title | Out in the classroom: Self-disclosure as a ‘pedagogical tool’ | |
| Creator | Brown, Anthony | |
| Description | 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. | |
| Publisher | AOSIS | |
| Date | 2024-09-11 | |
| Identifier | 10.4102/ajcd.v6i2.142 | |
| Source | African Journal of Career Development; Vol 6, No 2 (2024); 7 pages 2617-7471 2709-7420 | |
| Language | eng | |
| Relation |
The following web links (URLs) may trigger a file download or direct you to an alternative webpage to gain access to a publication file format of the published article:
https://ajcd.africa/index.php/ajcd/article/view/142/581
https://ajcd.africa/index.php/ajcd/article/view/142/582
https://ajcd.africa/index.php/ajcd/article/view/142/583
https://ajcd.africa/index.php/ajcd/article/view/142/584
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