This article is a piece of “self-reflexive action work”. In it, I critically explore the pedagogical value of infusing my personal narrative and embodiment as a queer person into the content of a series of lectures on sexuality and gender. In an academic culture that promotes objectivity, incorporating one’s personal narrative and embodiment into the learning space as an educator is often criticised for being excessive and disruptive. I argue that if approached strategically and with an ethic of care, infusing personal stories and embodiment into educational content is pedagogically performative with the potential to challenge dominant cultural ideologies like heteronormativity. I use autoethnographic memory work, reflections from my teaching diary and theoretical insights from various critical theorist and pedagogues to make an argument for a queer, dialogical performative pedagogy that contributes towards the possibility of students who are able to think critically about their own gendered positions and relations within a wider context of heteronormativity.

中文翻译：

---

个人是教学法（？）：个人叙述和体现为高等教育的教学策略

本文是“自反动作作品”的一部分。在其中，我批判性地探索了将我的个人叙述和身为酷儿的表现融入到有关性与性别的一系列讲座的内容中的教学价值。在一种促进客观性的学术文化中，作为教育者，将自己的个人叙述和体现纳入学习空间经常被批评为过度和破坏性的。我认为，如果从策略上并谨慎对待道德，将个人故事和体现纳入教育内容具有教学意义，并且有可能挑战诸如异规范性等主流文化意识形态。我使用人种志记忆工作，