Photography in Pink Classrooms

The teaching of photography provides many opportunities to attack the assumption of universal heterosexuality, which is central to our society, in order to provide space for other sexualities such as gay, lesbian, bisexual and transgender. This article is based on many years of lecturing in art schools and focuses on the classroom teaching of photography. It offers four perspectives for the expression of sexuality and possible change through the opening up of the curriculum to allow the inclusion of homosexual and queer art in the cultural capital of society; strategies to oppose heteronormativity; ways of treating students in the classroom in order to gain social justice in regard to sexual preference and finally the social benefits to all when heteronormativity is replaced with more equitable understandings, which could lead to a more inclusive community. Art schools are spaces that reflect the heteronormative bias of society. However, many staff within art schools are not heterosexual and want to change curricula and art practice from centring on heterosexuality. They are concerned about the invisibility of other forms of sexuality and the fear of a homophobic backlash towards staff and students. Change is a difficult task, particularly in areas where religious fundamentalism is powerful and homosexuality is considered morally wrong. At this time the divisions between people are particularly explosive. More inclusive societies are needed where individuals are valued equally regardless of sexual preference, class, race or religious beliefs. Change is not easy even in an environment apparently supportive of homosexuality and queer sexualities. For many years I worked in an art school in Australia, located in Paddington, one of several pink areas within inner Sydney. The school is on Oxford Street, which is part of the route of the Sydney Gay and Lesbian Mardi Gras procession and is renowned for its gay, lesbian and queer community. Inner Sydney even has specially designated police officers, gay and lesbian officers (GLOs) to look after the members of the homosexual community and as an environment this area is usually considered extremely gay-friendly. However, staff and students have been attacked on the streets outside the College so that, even in such a supportive area, incidents of homophobia still occur. While it is possible to be out and outrageous, there is still the knowledge that you remain vulnerable to attack. Despite these problems, my experience in teaching gay, lesbian, queer, bisexual and transgender students in Australian art and design schools has meant that, because of the general level of support for alternative sexualities, we have been able to try initiatives that would be unthinkable in other parts of Australia, but which still, on occasion, have been met with hostility. Unfortunately, there is no simple and inclusive term for the variety of students who do not identify as heterosexuals. In order to include all these sexualities I will use the terminology ‘GLQBT’ students, unless the context requires a more specific category. I am convinced that it is of great benefit to GLQBT students and staff when heteronormativity is destablised through allowing the presentation of alternative views. While the focus of most writing advocating the admission of homosexual issues in the classroom is for the benefit GLQBT students, I argue that many heterosexuals, and society in general, also gain from the inclusion of this perspective. the classroom is for the benefit GLQBT students, I argue that many heterosexuals, and society in general, also gain from the inclusion of this perspective.