Coming Out in the Social Work Classroom: Reclaiming Wholeness and Finding the Teacher Within

Abstract

LGBTQ social work educators face challenges in the classroom. Social work professionals value knowing the self, yet there remains incongruence between that knowledge of the self and classroom practice. Parker Palmer in The Courage to Teach offers a framework for examination of the subjects that choose us, and fostering an environment of integrity in the classroom. Using key concepts—identity, integrity, and the teacher within—the paper argues that authenticity and wholeness are central to effective teaching and learning. The author reflects upon his own experience as an LGBTQ social worker and educator, and uses Palmer's framework for exploring the advantages of ‘coming out’ in the classroom. Displaying openness, honesty, and wholeness in the social work classroom has enormous rewards for both educator and student.

Keywords:

• Gay Issues
• Gender
• Diversity
• Sexuality
• Social Justice

Acknowledgements

The author wishes to acknowledge Carol R. Massat, PhD, for her valuable feedback on an earlier version of the manuscript. Carol embodies authenticity and wholeness in social work education.