Speaker
Description
As part of a semester-long university course entitled LGBTQ+ Experiences & Media: Reading, Watching, & Listening, course takers read a book, then had a discussion with the author. Surveys were given at three points: before reading, after reading, and after the author visit. While this presentation is primarily focused on a research project, it is hoped that the practical nature of the classroom activities will inspire attendees to try similar activities in their own classes.
References
Allport, G.W. (1954). The Nature of Prejudice. Addison-Wesley, London.
Bond, B.J. & Compton, B.L. (2015). Gay on-screen: the relationship between exposure to gay characters on television and heterosexual audiences’ endorsement of gay equality. Journal of Broadcasting and Electronic Media. 59(4), 717-732. doi: 10.1080/08838151.2015.1093485.
Cardiff, P., Polczynska, G., & Brown, T. (2024). Higher education curriculum design for sustainable development: towards a transformative approach. International Journal of Sustainability in Higher Education. 25(5), 1009-1023. https://doi.org/10.1108/IJSHE-06-2023-0255
Freire, P. (2017). Pedagogy of the oppressed. Penguin Classics.
Schiappa, E., Gregg, P.B. & Hewes, D.E. (2005). The parasocial contact hypothesis. Communication Monographs, 72(1), 92-115. doi: 10.1080/0363775052000342544.
Sugihara, K., Lewis, J., Gaffney, S., & Shichinohe-Suga, M. (2022). Sexual Orientation and Gender Identity Education as Intercultural Education: A Case Study from Tokyo Gakugei University's 2021 International Student Step Up Program. Tokyo Gakugei Daigaku kkyou. Jinbunshakaikagakukei. II (73), 61-87. https://cir.nii.ac.jp/crid/1050853987028449280
Thomson, K. (2023). Disability Awareness Education in ELT: Addressing Disability through Short Animation Film. In C. Ludwig & T. Summer (Eds.), Taboos and Controversial Issues in Foreign Language Education: Critical Language Pedagogy in Theory, Research, and Practice (pp. 13). Routledge. https://doi.org/10.4324/9781003220701
Keywords
Queer
Accessibility
Critical Language Pedagogy
Special scheduling requests
Any time on Saturday, finish before 3:00pm on Sunday (morning is better)
Short summary
As part of a semester-long university course entitled LGBTQ+ Experiences & Media: Reading, Watching, & Listening, course takers read a book, then had a discussion with the author. Surveys were given at three points: before reading, after reading, and after the author visit. While this presentation is primarily focused on a research project, it is hoped that the practical nature of the classroom activities will inspire attendees to try similar activities in their own classes.
Abstract
Influenced by researchers such as Tomson (In Ludwig & Summer 2023) and Sugihara et al. (2022), a project was designed that aimed to measure what effect, if any, two activities have on students’ understanding and perceptions of queer issues and experiences. As part of a semester-long university course entitled LGBTQ+ Experiences & Media: Reading, Watching, & Listening, the presenter drew on resources in their community, connecting students to a queer individual. Course takers read a book, then had a discussion with the author. Surveys were given at three points: before reading, after reading, and after the author visit. This presentation will briefly summarize the current situation regarding LGBTQ+ rights and education in Japan, then describe the project’s relationship to critical language pedagogy (Freire, 2017). As it is relevant to the study, some background on social and parasocial contact hypothesis (Allport, 1954; Bond and Compton, 2015; Cardiff et al. 2023; Schiappa et al., 2005) will be given. Following this background, research methodology and results will be described, as well as a discussion of limitations and directions for future research.
While this presentation is primarily focused on a research project, it is hoped that the practical nature of the classroom activities will inspire attendees to try similar activities in their own classes. Critical pedagogy demands that we challenge our students to transform their thinking and help them reach their full potential as thoughtful members of society. Connecting our students to community resources can be a powerful tool in service to this goal.
| Scheduling preference | Special request (enter below) |
|---|---|
| Title | Utilizing Community Connections to Measure Changes in LGBTQ+ Understanding |