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ERIC Number: EJ777723
Record Type: Journal
Publication Date: 2007-Oct
Pages: 5
Abstractor: ERIC
ISSN: ISSN-1356-2517
Constructing a Non-Sexist Provision in Higher Education Which Is Not Based on Assumptions of Heterosexuality: Report on the Conference "Lesbian, Gay, Bisexual and Transsexual/Transgender Issues in Art and Design Education" Held at the Institute of Education, London University, 23 March 2007
Stanley, Nick
Teaching in Higher Education, v12 n5-6 p793-797 Oct 2007
The National Society for Education in Art and Design in collaboration with Schools Out held two special events in March 2007 to celebrate the presence of lesbian, gay, bisexual, and transsexual/transgender (LGBT) contributions to art and design education in Britain and internationally. The first was a special edition of the "International Journal of Art and Design Education." The second was the conference that developed the arguments proposed in the journal with the addition of further new contributions. Both were intended to explore ways for LGBT perspectives to enter the mainstream academic agenda, and to change aspects of it through challenging a number of assumptions born from unreflective heterosexism. The conference covered all phases of education, and this mix underlined the common issues that occur across the age and discipline range for LGBT students and teachers. Delegates to the conference explored how fear in the LGBT individual and oppression from the peer group were fuelled by bullying at all levels of learning. This represented an informal network that operated a policing function, and so engendered a heterosexual normative environment. It was not just that heterosexuality provides a default category; its very ambition was to refuse to recognise the validity of any alternative value system. The issue confronting the participants of the conference was how to go about changing such a monolithic culture. The conference explored a number of ways in which this could be addressed. In this article, the author discusses three main avenues: (1) reform of the syllabus; (2) creating suitable role models for study; and (3) seeking a new culture of inclusiveness.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (Great Britain)