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Journeying together.

Frédérique Chevillot1, Susan S Manning, Paula D Nesbitt

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Summary
This summary is machine-generated.

Addressing classroom heterosexism and homophobia requires confronting silence and creating voice. This involves fostering multicultural sensitivity towards lesbian, gay, bisexual, and transgendered (LGBT) individuals and recognizing personal biases.

Keywords:
Multiculturalismfearheterosexismhomophobialesbian/gay/bisexual/transgendered (LGBT)teaching strategies

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Area of Science:

  • Social Sciences
  • Education
  • Gender Studies

Background:

  • Classrooms can perpetuate heterosexism and homophobia.
  • Silence and lack of voice hinder addressing these issues.
  • Multicultural sensitivity regarding LGBT individuals is often lacking.

Purpose of the Study:

  • To assert the necessity of confronting silence and creating voice to address classroom heterosexism and homophobia.
  • To explore strategies for improving students' sensitivity to LGBT multiculturalism.
  • To challenge faculty and students to recognize and transform personal biases.

Main Methods:

  • Feminist construct of a consciously positional and political voice.
  • Locating sexual orientation within broader sexuality and gender constructions.
  • Challenging self-recognition of heterosexism and homophobia.

Main Results:

  • A consciously positional and political voice can enhance multicultural sensitivity towards LGBT individuals.
  • Reframing sexual orientation within wider gender issues can alter assumptions.
  • Self-awareness of heterosexism and homophobia is a critical first step for transformation.

Conclusions:

  • Confronting silence and creating voice are essential for addressing classroom heterosexism and homophobia.
  • Faculty and students must acknowledge their own biases to foster inclusive environments.
  • Integrating feminist and broader sexuality frameworks can promote greater understanding and sensitivity.