The ground upon which we stand: Teaching sexualitythroughrace

Abstract

In this paper I outline some of my own practices for teaching about non-heterosexual sexualities in tertiary education in Australia, and I suggest that one approach to teaching in this context requires non-indigenous educators to locate ourselves and our students within a relationship to ongoing histories of colonisation and the fact of Indigenous sovereignty. I also suggest that teaching about the intersections of multiple identity positions requires educators to incorporate specific teaching practices that render visible social norms, and which highlight the relationship between privilege and disadvantage. Finally, I outline the possible benefits of coming out in the classroom on multiple levels, and suggest that coming out as a white, queer educator can assist in modelling forms of engagement for dominant group students that account for their social location.