Abstract
Through the description of three scenes from a course on lesbian, gay, bisexual, and transgender psychology taught at a public university in the US, and through engagement with critical theory and writings on pedagogy and dialogue, the usefulness and limits of dialogue in classrooms will be discussed. First, the importance of considering participant standpoint in evaluating the usefulness of dialogue is considered. Next, the pedagogical and ethical implications of deprivileging the sensitivities and comfort of heterosexual students are debated. Finally, classrooms are imagined where discomfort is distributed equally among students across sexualities, while concerns about the violent potential of language and the possibility of physical violence are taken seriously.
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