ABSTRACT In this paper, two scholars (one retiring, one emerging) consider what it means for LGBTQ teachers to ‘come out’ in the classroom. Drawing from our respective studies (one a study of 18 lesbian teachers conducted in the early 1980s, the other a study of 16 gender non-binary teachers in 2018), the intervening literature, and our own personal experiences, we reflect on the changing meaning of ‘coming out’ over time. To consider the shifting personal and pedagogical stakes that classroom disclosures of queerness or transness evoke, we revisit an essay from several decades ago on the topic of coming out in class.

中文翻译：

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反思课堂上的“出柜”

摘要 在本文中，两位学者（一位退休，一位新兴）考虑了 LGBTQ 教师在课堂上“出柜”意味着什么。根据我们各自的研究（一项是在 1980 年代初期对 18 位女同性恋教师进行的研究，另一项是在 2018 年对 16 位性别非二元教师的研究）、相关文献和我们自己的个人经历，我们反思了不断变化的意义随着时间的推移“出来”。为了考虑课堂上对酷儿性或变性的披露所引起的个人和教学风险的变化，我们重新审视了几十年前关于在课堂上出柜的主题的文章。