Abstract
In the British higher education system, there is room for improvement when it comes to LGBTQIA+ representation, in particular the presence of lesbian poetry in literature courses. This study explores teaching practices in UK institutions, focusing on modes of bringing lesbian literature into the classroom in an environment which is safe for queer students. The purpose of the study is to capture why it is important to bring queer identities into the classroom, taking a student-centred approach to teaching and learning. The four key focal points of the study are how to create a safe environment for teaching, teaching seminars, teaching lectures, and the purpose of teaching lesbian literature. The study employs numerous UK higher education frameworks to show how lesbian literature fits into the system educators strive to work within.
TopThe Purpose Of Normalising Queer Identities In Higher Education
The aim of this chapter is to give tutors the tools to create clear learning outcomes for teaching lesbian literature, yet to begin with it is important to ponder upon the importance of normalising queer identities in higher education more generally. The Advanced Higher Education Academy equality report from 2020 does not have a national statistic on the amount of LGB members of University staff as the question on equality monitoring forms is optional. This is clearly evident in the response to questions on sexual identification which are reported:
Key Terms in this Chapter
WLW: An acronym for Woman Loving Woman, a phrase which covers different sexualities in which women are romantically and/or sexually attracted to women. This can include, but is not limited to, lesbian, bisexual, pansexual, and queer identification.
UKPSF: An acronym for UK Professional Standards Framework. A set of guidelines for people involved in Higher Education in order to provide the best education for students and research output.
First-Year Undergraduate Class: In the British education system, a first-year Undergraduate class are students who have just arrived at University. Typically, they are eighteen and nineteen, but mature learners are common. The author had mature learners in 2021-2022, but not in 2022-2023.
LGBTQIA+: An acronym which covers different sexual identities. The acronym stands for the following: Lesbian, Gay, Bisexual, Transgender, Queer/ Questioning, Intersex, Asexual, and the + is for other identities which fit under the umbrella of homosexuality.
Non-Binary: A term used by people whose gender identity does not fit in with the male-female gender binary. Some non-binary people will use the pronouns they/them.
Massification of Education: A term used to reflect mass enrolments in higher education.
Homophobia: Prejudice against a person for their sexuality.
HEA: An acronym for the Higher Education Academy. The HEA is a body which aims to support higher education learning, ensuring students are receiving a quality education.
AFHEA: An acronym for Associate Fellow of the Higher Education Academy. This is an award to commend teaching practice in line with the UKPSF. This award is an international recognition of dedication to teaching and professional development.
Pedagogy: Teaching and learning in an educational setting. The exchange of knowledge.
Bloom’s Taxonomy: A classification of cognition which can be applied to higher education teaching. The six levels of cognition are: remembering, understanding, applying, analysing, evaluating, and creating.
Lesbophobia: Homophobia which is specifically directed towards lesbians and lesbianism.
Queer Theory: A field of study which arose in the 1990s, exploring queer identities in the artistic field.