Easing the Violence: Transgressing Heteronormativity in Educational Administration

Abstract

The overwhelming heteronormativity presumed in the field of educational administration poses challenges for both scholars and practitioners who strive to transgress the societal expectations that constrain the expression of sexually diverse populations. In this article, I use a combination of autobiographical data and information gathered through personal interviews to examine multiple ways in which the normalization of sexuality might be interrogated. I argue that lesbian, gay, bisexual, and transgendered faculty and administrators can more effectively contravene the normalizing practices of heterosexism by refusing to remain silent about issues of sexuality. Additionally, I include implications for practicing researchers and administrators who are seeking to challenge heterosexist norms.

‘Out’ gay and lesbian faculty and the inclusion of sexual orientation topics in teacher preparation programmes in the USA

“…In some cases, the very presence of 'out ' LGBQ faculty engages students around issues of sexual diversity and its meanings. In the literature, LGBQ professors and teachers describe self-disclosure as a means to realise pedagogical strategies aimed at emancipation in classrooms via the articulation of professor and student voice (Allen 1995;Cain 1996;Bryson and de Castell 1993;Elliot 1996;Garber 1994;Grace 2006;Gregory 2004;Kissen 2004;Koschoreck 2003;Sapp 2001;Shlasko 2005;Waldo and Kemp 1997;Wright 1993;Wood 2005).…”

Teaching ‘out’ in the university: an investigation into the effects of lesbian, bisexual, and transgender faculty self‐disclosure upon student evaluations of faculty teaching effectiveness in the USA

“…Additionally, there are still many unanswered questions regarding the affects of disclosure upon the perceived safety for students, faculty job satisfaction and productivity, student learning outcomes, and student development beyond academic content (among both LGBT and non-LGBT students). To date, these questions have been explored conceptually but rarely empirically or in studies with large populations of students and professors (Allen 1995;Cain 1996;Elliot 1996;Garber 1994;Gregory 2004;Kopelson 2002;Kissen 2004;Khayatt 1997;Koschoreck 2003;McCarthy 2003;Nowlan 2001;Sapp 2001;Shlasko 2005;Shapon-Shevin 2004;Skelton 2000;Talburt 2000;Wallace 2002;Wright 1993;Wood 2005).…”

“…Other writers describe pedagogical reasons for self-disclosure. These include discussions of educational philosophies and teaching strategies that require personal transparency in order to create productive, critical, and equitable learning communities (Allen 1995;Cain 1996;Elliot 1996;Garber 1994;Gregory 2004;Kissen 2004;Koschoreck 2003;Sapp 2001;Shlasko 2005;Waldo and Kemp 1997;Wright 1993;Wood 2005).…”

Leveraging conflict to achieve advances in civil rights: community leadership — an unfinished work for educators

“…Heteronormativity, whereby sexual orientation and gender identity is socially constructed as abnormal in schools and society, is challenged (Koshoreck, 2003;Lugg, 2003aLugg, , 2003bMayberry, 2012;Mohr, 1999;Pastrana, 2016;Vargas, 2011). The interplay between church and state and the resulting public policy is the focus of some social justice research (Lugg, 2004;Lugg & Tooms, 2011;Mayberry, 2012).…”