Abstract
For the teacher who is accustomed to meeting classes in which a single African American or Chinese American or Arab American sits among two dozen white students, the native informant problem is a familiar one. Kate’s failure to complicate for her students the issues surrounding her own native informant role became spectacularly clear to her several semesters ago, during a guest lecture by another lesbian teacher. This guest lecturer, who taught at a smaller university nearby, gave a brilliant presentation of the work of several lesbian poets. Either way, gay issues get pushed beyond the pale of intellectual analysis. Too personal, too foreign, or simply too controversial, they are considered by some students as unavailable to productive discussion.
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