Abstract
The relative heteronormativity in higher education and youth and community work is well- documented, but there is less literature on how to interrupt it. The use of self, including coming out as a non-heterosexual educator, has a long history in higher education, but its impact and approach are contested., This chapter offers a compelling and original contribution to the field of critical pedagogy by exploring the act of "coming out" as a non-heterosexual educator within youth and community work education as a form of pedagogy of discomfort. Drawing on a rigorous three-year empirical study, it examines how interrupting heteronormativity in higher education settings can serve as a transformative pedagogical strategy.
The chapter is significant in its dual focus: it not only interrogates the structural and cultural heteronormativity embedded in both higher education and youth work but also theorizes the pedagogical potential of discomfort as a space for critical reflection, identity negotiation, and social change. The analysis is grounded in lived experience and informed by contemporary queer and critical pedagogical theory, offering a nuanced understanding of how discomfort can be operationalized to challenge dominant norms and foster inclusive educational practices. By situating everyday interactions within broader structural contexts, the chapter advances the theoretical foundations of pedagogies of discomfort and provides a practical model for educators seeking to engage with issues of sexuality, identity, and power in meaningful and ethically grounded ways.he study emphasizes the need for pedagogies of discomfort and critical compassion to move from mere education about the other to transformative education.
The chapter argues that coming out can interrupt heteronormativity if approached as a pedagogical act that challenges other social constructions. It critiques the notion of 'safe spaces' and advocates for pedagogical practitioners who are meta-reflexive and comfortable with tension and discomfort.
The chapter is significant in its dual focus: it not only interrogates the structural and cultural heteronormativity embedded in both higher education and youth work but also theorizes the pedagogical potential of discomfort as a space for critical reflection, identity negotiation, and social change. The analysis is grounded in lived experience and informed by contemporary queer and critical pedagogical theory, offering a nuanced understanding of how discomfort can be operationalized to challenge dominant norms and foster inclusive educational practices. By situating everyday interactions within broader structural contexts, the chapter advances the theoretical foundations of pedagogies of discomfort and provides a practical model for educators seeking to engage with issues of sexuality, identity, and power in meaningful and ethically grounded ways.he study emphasizes the need for pedagogies of discomfort and critical compassion to move from mere education about the other to transformative education.
The chapter argues that coming out can interrupt heteronormativity if approached as a pedagogical act that challenges other social constructions. It critiques the notion of 'safe spaces' and advocates for pedagogical practitioners who are meta-reflexive and comfortable with tension and discomfort.
| Original language | English |
|---|---|
| Title of host publication | Critical Pedagogies of Discomfort in Practice and Professional Education |
| Editors | mike seal, fiona cullen, michael whelan |
| Place of Publication | London, New York, DUblin |
| Publisher | Bloomsbury Academic |
| Chapter | 7 |
| Pages | 133-155 |
| Number of pages | 23 |
| ISBN (Print) | 9781350452466 |
| Publication status | E-pub ahead of print - 12 Jun 2025 |