Out in the classroom: Self-disclosure as a ‘pedagogical tool’

Abstract

Background: In South African higher education, LGBTQ+-identifying educators often navigate heteronormative and cisnormative spaces that marginalise their identities. Self-disclosure by LGBTQ+ educators have the potential to disrupt these norms and foster inclusivity, but it also carries personal and professional risks. Objectives: This autoethnographic study explores the transformative potential and challenges of self-disclosure by LGBTQ+ educators in South African higher education, focusing on my experiences as a gay professor. Methods: The study employs an autoethnographic approach, drawing on my personal narratives, reflections and artefacts related to my experiences of self-disclosure in the classroom. The data were analysed using a thematic analysis approach, informed by critical and transgressive pedagogies and queer theory. Results: Disclosure about my sexual orientation confused students’ assumptions that I am heterosexual. It challenged their prejudices about LGBTQ+ identities. It also created opportunities for critical dialogue and fostered a more inclusive classroom environment. However, this article also reveals the institutional and social barriers that continue to marginalise LGBTQ+ voices in South African education. Conclusions: Self-disclosure by LGBTQ+ educators can be a transformative pedagogical tool for challenging oppressive norms and fostering social justice in education. However, it is a complex and risky process that requires institutional support and personal resilience. Contribution: The study highlights the need for further research on LGBTQ+ educators’ experiences and pedagogical practices in South Africa and beyond.

Keywords

• lgbtq+ educators
• self-disclosure
• heteronormativity
• autoethnography
• south african higher education
• cisnormativity.