Abstract
Despite the academy and students’ attitudes progressing towards queer instructors (Boren & McPherson, 2018), there is limited scholarship regarding the disclosure of queer identities in the classroom. In ignoring issues of queer disclosure, the communication discipline fails to challenge heteronormative assumptions of instructor identity. My Critical Commentary asks feminist scholars to go beyond traditional conceptions of instructor identities to combat this marginalization. I assert researchers should prioritize deconstructing heteronormativity, apply queer theory, and revisit notions of the classroom closet in their scholarship. By doing so, I argue communication scholars will equip institutions to better support queer faculty and students alike.
Recommended Citation
Clark, Mac
(2024)
"A call to examine queer instructors’ identity disclosures in the classroom,"
Feminist Pedagogy: Vol. 4:
Iss.
5, Article 7.
Available at:
https://digitalcommons.calpoly.edu/feministpedagogy/vol4/iss5/7
Included in
Curriculum and Instruction Commons, Interpersonal and Small Group Communication Commons, Lesbian, Gay, Bisexual, and Transgender Studies Commons, Organizational Communication Commons, Other Feminist, Gender, and Sexuality Studies Commons