A Queer Chaos of Meanings: Coming out Conundrums in Globalised Classrooms

Autor/in	Nelson, Cynthia D.
Titel	A Queer Chaos of Meanings: Coming out Conundrums in Globalised Classrooms
Quelle	In: Journal of Gay & Lesbian Issues in Education, 2 (2004) 1, S.27-46 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1541-0889
Schlagwörter	Multilingualism; Sexual Identity; Immigrants; Homosexuality; Social Theories; Identification (Psychology); Social Bias; Social Attitudes; Classroom Environment; Teacher Characteristics; Language Teachers; Consciousness Raising; English (Second Language); Adult Education + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; Geschlechtsidentität; Sexuelle Identität; Immigrant; Immigrantin; Immigranten; Homosexualität; Gesellschaftstheorie; Social attidude; Soziale Einstellung; Klassenklima; Unterrichtsklima; Language teacher; Sprachunterricht; Bewusstseinsbildung; English as second language; English; Second Language; Englisch als Zweitsprache; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung
Abstract	Education research on sexual identity issues has increasingly engaged with poststructuralist and queer theories of identity. The focus has shifted toward conceptualising sexual identities as "acts" rather than facts, and problematising all sexual identities rather than liberating oppressed ones. However, in the growing literature on the complexities associated with "coming out," little attention has been given to these matters in classrooms with student cohorts that are international, transcultural, and multilingual. This article considers puzzling conundrums associated with teachers coming out (or not) in English as a Second Language (ESL) classes for adult immigrants, refugees, and international students residing in the United States. Drawing on interview transcripts, the author looks at (apparent) disjunctures of meaning between how three ESL teachers decided to represent their sexual identities in class and how five of their students interpreted these choices. The author explores this "queer chaos of meanings" with a view to illuminating key tensions associated with negotiating sexual identifications (and dis-identifications) in globalised classrooms. A case is made for thinking not only queerly but also transculturally about sexual identity issues in education. (Contains 6 notes.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10