'Teach as an Outsider': Closeted Gay Academics' Strategies for Addressing Queer Issues in China

Autor/in	Cui, Le
Titel	'Teach as an Outsider': Closeted Gay Academics' Strategies for Addressing Queer Issues in China
Quelle	In: Sex Education: Sexuality, Society and Learning, 23 (2023) 5, S.570-584 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cui, Le)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-1811
DOI	10.1080/14681811.2022.2103109
Schlagwörter	Homosexuality; Teacher Characteristics; Social Bias; Teaching Experience; Coping; Risk Management; Controversial Issues (Course Content); Teacher Role; Self Disclosure (Individuals); Foreign Countries; College Faculty; Males; China + Suchen Sie Ihr Suchwort? Homosexualität; Bewältigung; Risikomanagement; Controversial issues; Kontroverse; Lehrerrolle; Ausland; Fakultät; Male; Männliches Geschlecht
Abstract	Gay academics in China face multiple risks when addressing queer issues on heteronormative and repressive campuses. Little is known about their experiences of navigating the social and political constraints placed upon them. Drawing on interview data from 40 gay academics in China, this article explores participants' strategies for addressing queer issues in the classroom. It is shown that a number of strategies were adopted by closeted participants to lower potential risks and enhance the legitimacy of engaging with queer concerns. Despite Chinese universities being heteronormative spaces in which teaching about queer issues is constrained, closeted gay academics can exercise pedagogical agency to challenge heteronormativity in the classroom. Such agency is located between the extremes of conformity and subversion. By unpacking closeted teachers' agency, this research interrogates the normative discourse of the 'coming out imperative' which considers queer teachers' coming out the only way to empower students and challenge heteronormativity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01