Edited By Virginia Stead
The research in A Guide to LGBTQ+ Inclusion on Campus, Post-PULSE is premised on the notion that, because we cannot choose our sexual, racial, ethnic, cultural, political, geographic, economic, and chronological origins, with greater advantage comes greater responsibility to redistribute life’s resources in favor of those whose human rights are compromised and who lack the fundamental necessities of life. Among these basic rights are access to higher education and to positive campus experiences. Queer folk and LGBTQ+ allies have collaborated on this new text in response to the June 16, 2016 targeted murder of 49 innocent victims at the PULSE nightclub, Orlando, Florida. Seasoned and novice members of the academy will find professional empowerment from these authors as they explicitly discuss multiple level theory, policy, and strategies to support LGBTQ+ campus inclusion. Their work illuminates how good, bad, and indeterminate public legislation impacts LGBTQ+ communities everywhere, and it animates multiple layers of campus life, ranging from lessons within a three-year-old day care center to policy-making among senior administration. May the power of well-chosen words continue to deepen our understanding, clarify our communication, and empower us all as pro-LGBTQ+ campus activists.
Chapter Eight: Writing from Queer Silos: Implications of Tokenizing Queer Identities in Counsellor Education (Christopher A. Cumby)
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Writing FROM Queer Silos
Implications of Tokenizing Queer Identities in Counsellor Education
CHRISTOPHER A. CUMBY
This chapter derives from my experiences as a Master of Education student studying Counselling Psychology. The goal of this chapter is to illuminate the experiences of tokenization experienced by lesbian, gay, bisexual, trans, queer, and other gender and sexual minority people (LGBTQ+) within educational spaces. I position myself here as a visible queer man in a space dominated by heterosexual students and faculty. Using autoethnography (see Ellis, 1997; Ellis & Bochner, 2000, 2006; Ellis, Adams, & Bochner, 2011), a critical research method that uses story to tell research, I use my experiences to attempt a deeper understanding of this phenomenon.
There are several approaches to conducting autoethnography, of which I took an approach similar to Adams (2011), whose style tends to be story written alongside academic writing in order to create something evocative and meaningful. In taking this approach, I wrote several pieces from memories of my time so far in the program which elicited a strong reaction, and chose three to examine in depth here. This process can be strife with ethical issues of including experiences involving other people. For this reason, I chose stories that were from my perspective, I chose not to use names throughout, and I received permission from my supervisor to include a conversation between the two of us. In...
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