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1
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85009535033
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I have seen LGBTQ defined as both “Lesbian, Gay, Bisexual, Transgender, Queer” and “Lesbian, Gay, Bisexual, Transgender, Queer and Questioning.” Both definitions suit my intentions, and where one or the other is appropriate, I assume it is clear from context
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I have seen LGBTQ defined as both “Lesbian, Gay, Bisexual, Transgender, Queer” and “Lesbian, Gay, Bisexual, Transgender, Queer and Questioning.” Both definitions suit my intentions, and where one or the other is appropriate, I assume it is clear from context.
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2
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85009558664
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I have several reservations about the use of LGBTQ speakers’ panels in classes. First of all, it is difficult to escape the sense of queers under the microscope, although this can be mitigated by including at least one heterosexual on the panel, so that the topic becomes sexual identity. (Notice how the dynamic shifts if a straight person answers questions like “How did you first realize you were heterosexual?”) Courses that make use of panels often treat gays and lesbians as a topic rather than a diverse population to which all sorts of topics are relevant, and panels run the risk of replacing research with anecdote in a class, a tendency students are all too ready to indulge. Pertinent questions to ask an instructor who requests a student panel include whether the course includes LGBTQ readings throughout the term and whether the instructor has invited speakers’ groups to represent other populations. Is the instructor using the panel as a way to cope with an issue, perhaps the one issue, that is too hot for her/him to handle personally? Given the homophobia of most general audiences, it is a good idea to develop with students some sort of training to equip speakers to handle the variety of questions they are likely to face in a classroom
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I have several reservations about the use of LGBTQ speakers’ panels in classes. First of all, it is difficult to escape the sense of queers under the microscope, although this can be mitigated by including at least one heterosexual on the panel, so that the topic becomes sexual identity. (Notice how the dynamic shifts if a straight person answers questions like “How did you first realize you were heterosexual?”) Courses that make use of panels often treat gays and lesbians as a topic rather than a diverse population to which all sorts of topics are relevant, and panels run the risk of replacing research with anecdote in a class, a tendency students are all too ready to indulge. Pertinent questions to ask an instructor who requests a student panel include whether the course includes LGBTQ readings throughout the term and whether the instructor has invited speakers’ groups to represent other populations. Is the instructor using the panel as a way to cope with an issue, perhaps the one issue, that is too hot for her/him to handle personally? Given the homophobia of most general audiences, it is a good idea to develop with students some sort of training to equip speakers to handle the variety of questions they are likely to face in a classroom.
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3
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85009535030
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A critical mass was approached with the hiring of four out faculty in three different departments in my last two years at Fresno State, which should expand the organizing efforts in coming years as the new faculty members acclimate to the institution and become active
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A critical mass was approached with the hiring of four out faculty in three different departments in my last two years at Fresno State, which should expand the organizing efforts in coming years as the new faculty members acclimate to the institution and become active.
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