arenas; however, they have seldom learned how they are âexpectedâ to speak about sexual orientation in a classroom setting, as they often assume that they have about race. As a result, they frequently use the discourses that dominate their lives outside the classroom, whether those discourses emerge from their families, circles of friends, religious organizations, sports teams, Greek organizations, or other affiliations. These discourses â and their assumptions about sexual orientation â play a crucial role in studentsâ thinking and learning, both inside and outside the classroom. Discussions of sexual orientation are marked by strong student engagement in part because they draw directly on studentsâ connections to discourse communities that are central in their lives. Thus, as we consider the meaning of the silences surrounding sexual orientation in many English classrooms and the importance of âtransforming from silence into language and actionâ (Lorde 1984: 40), we should keep in mind both the oft-repeated statement that most student learning takes place outside the classroom and the assertion of critical pedagogy theorists that the development of a critical consciousness is a tool for empowering one to act in the world. What I am proposing in this essay is not simply
Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture – Duke University Press
Published: Jan 1, 2006
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