Not only does teaching about gender and sexuality diversity lead to some very interesting and often emotionally evocative, pedagogical exchanges; it can also create challenging issues for teachers and students alike. This article focuses on what happens when a module that addresses compulsory heterosexuality and schooling is broached in an undergraduate sociology class. More importantly, it offers an analysis of the critical incidents and tensions that pay specific attention to how power, knowledge, and emotion feature in teaching and learning. Using antioppressive and affect theories, this article offers an analysis of how we might understand pedagogical practice, especially as it relates to addressing the power of normative heterosexuality in a university classroom. With reflections emerging from the module, I argue for more sociological theorization and analysis of the role of affect in pedagogies that seek to advance liberatory teaching and learning in the area of anti-heterosexism education.

关于性别和性多样性的教学不仅会导致一些非常有趣且通常在情感上令人回味的教学交流；它还可以为教师和学生带来具有挑战性的问题。本文重点讨论当在本科社会学课程中提出解决强制性异性恋和学校教育的模块时会发生什么。更重要的是，它提供了对关键事件和紧张局势的分析，特别关注权力、知识和情感在教学和学习中的特征。本文使用反压迫和情感理论，分析了我们如何理解教学实践，尤其是当它涉及解决大学课堂中规范性异性恋的力量时。随着模块中出现反射，