Sexual Identities in ESL presentation

Sexual Identities in ESL: Queer Theory and Classroom Inquiry

Cynthia Nelson, University of Technology, Sydney

Sexual Identities in ESL

Openness without fear of incrimination (homophobia and heterosexism)
Gay-friendly pedagogies have drawn on a lesbian and gay identity framework, which aims to legitimate subordinate sexual identities.
Thus proposing the queer theory to explain the importance of gay-friendly teaching practices and how to achieve those, i.e. problematising all sexual identities

Sexual Identities (SI) in Queer Theory

1960 and 1970 gay and lesbian movement was formed to raise awareness of gay/lesbian societies and fight for laws for non-discrimination
Post-structuralism = SI’s as acts not facts and not attributes but positionings.
1980/1990 queer was formed as a result of the challenges to SI politics
Queer serves to protest, or blur, clear-cut notions of SI
It is also used as a shorthand for gay, lesbian, bisexual and transgender (GLBT)

SI as acts and not facts

Suggests that people are what they do and not what they are

Culturally Significant

Queer theory considers both homo/heterosexual whenever it talks of SI’s (universalizing view).
The straight/gay defining binary constitutes a category of knowledge as significant as masculine/feminine with a certain discourse and cultural practice.

Necessary but Problematic

Lesbian and Gay Approach

Appreciate and/or tolerating SI diversity
Challenges homophobia and heterosexism on the grounds of Human rights violation
Peripheral to cultural practices and discourse

Queer Theory Approach

Problematising the notion of SI
Looks at how discursive acts and cultural practices make heterosexuality seem normal (natural) - heteronormativity
Central to cultural practices and discourse

Using Queer Theory For Classroom Inquiry

Queer theory suggests that we should go beyond inclusion to inquiry
The problem with inclusion is how to represent “gays” and “lesbians” in the material.
Meaning that the parties concerned should be able to identify with the “character” in the material.
Inclusion – legitimation means one has to either be tolerant or tolerated
Emphasis on incl. minorities can therefore serve to reinforce their their minority status.
Queer theory – more flexible, open-ended framework for facilitating inquiry.
- provides a range of SI’s to be referred to or discussed throughout the curricula.
Considering more than one cultural context helps specify what it means to be identified as straight, gay or lesbian.

Observing an ESL Class

Choices and challenges teachers face when when facilitating classroom inquiry on SI.

A teacher wonders if s/he would be viewed as a homosexual and if that would affect the dynamics and attitudes of the class towards her/him and the learning area.
Activities should allow learners to speculate rather than debate issues of SI to avoid homophobia and/or heterosexism.

Choosing the “Right” Task

Teacher concerns incl. being unsure if students are interested or familiar with the topic.
Tasks should be accessible and potentially relevant to any student regardless of their SI
It should present different possibilities of interpretation of the SI in the task
Teachers must make sure that these tasks do not further marginalize the marginalized.

Discussion and Conclusion

SI are culturally readable acts or positionings that are inevitable and part of day-to-day interactions.
Teachers should keep in mind that even when SI are not being discussed, they are being read, produced and regulated during social interactions.
In ESL, learners, teachers, teacher educators and material developers should include identities with the intention of facilitating inquiry and not for the sake of inclusion.