title: Beyond empathy.
abstract: SUMMARY Anti-homophobia education is rarely included in the anti-bias curriculum of Education faculties, a grave omission since education graduates will teach in a homophobic school system that oppresses gay and lesbian students. This article draws on my experience in using a range of anti-homophobia strategies to confront homophobia among religious students in critical education courses where the principle of respecting each and every child is foundational. I argue that strategies designed to produce empathy sometimes fail because of the extreme importance attached to homophobia in the religious discourses that structure the identities of these students. At such times we should shift our pedagogical efforts to confront the ethical conflicts between homophobia and the principle of respect. I describe how I focus on the discursive production of both the forms and limits of personal identity, feelings, and beliefs to handle the confrontation productively. Although confronting homophobia sometimes involves hearing hurtful speech, it usefully problematizes the ethical status of homophobic students who are otherwise committed to classroom democracy, often provoking them to adopt less oppressive behaviors. It also usefully exposes the existence of homophobia for other students who might have underestimated it. Both groups end up better prepared to fight homophobia in their work as teachers.
authors.affiliation: a University of Winnipeg , 515 Portage Avenue , Winnipeg , MB , Canada , R3B 2E9.
authors.forename: Catherine
authors.initials: C
authors.lastname: Taylor
keywords: Empathy; critical pedagogy; discourse analysis; teacher education