How welcoming is academia to LGBT staff?

This post was contributed by Professor Matt Cook, of Birkbeck’s Department of History, Classics and Archaeology. This comment piece first appeared on Thursday, May 5, in the Times Higher Education. The article “How welcoming is academia to LGBT staff?” features six academic’s responses to the question.

Birkbeck values its diversity and celebrates IDAHO – International Day against Homophobia, Transphobia and Biphobia.

“Many of those engaged in these early struggles and projects have sustained strong supportive networks. I have benefited hugely from these”

Professor Matt Cook

Professor Matt Cook

As a gay academic working on queer themes in history, my feelings of comfort and belonging owe a lot to the emergence of new areas of scholarship, to my discovery of community among colleagues and students – and to good timing.

I began my postgraduate studies in the mid‑1990s, just as work on gender and sexuality had gained some credibility and was even fashionable in some places – not least at Queen Mary University of London, where I found myself. By the time I emerged with my PhD in 2000, much ground had already been laid and my specialism was not the impediment to gaining an academic post that it had been for the preceding generation. There was a growing sense that explorations of sexuality had a real significance to broader understandings of society, culture and politics – past and present.

In the 1970s and 1980s, the scholars in the UK who inspired me – Jeffrey Weeks, Lynne Segal and Sheila Rowbotham among them – wrote much of their early work outside the university sector or against the grain of the jobs they were being paid for. They were nurtured instead by political and community networks arising from women’s and gay liberation, from the Gay Left collective and also from the History Workshop movement and journal (which, from its inception, had taken gender and sexuality – and those working beyond the academy – seriously). Such scholars had to argue that women’s and gay history were not marginal or peripheral areas of study and had a place in university departments. Once hired, some of them (including those I’ve mentioned) faced overt disdain or were “benignly” expected to focus on other things seen as more significant.

There was some notable resistance to this marginalisation. At the University of Sussex in 1991, Alan Sinfield and Jonathan Dollimore established the Sexual Dissidence master’s programme, exploring history, literature, post-structural and queer theory. It felt especially urgent in the context of the Aids crisis, Clause 28 (which prevented UK local councils from “promoting homosexuality”) and a broader homophobic backlash. Unsurprisingly, it was derided as insignificant, trendy (an insult in this context) and part of a “Loony Left” agenda. But, tellingly, the programme is still running 25 years on.

Read the original Times Higher Education article here

Read the original Times Higher Education article here

Many of those engaged in these struggles and projects have sustained strong supportive networks. I have benefited hugely from these. Research and teaching projects have meanwhile allowed me to work with LGBT community groups and with archive and museum professionals – giving me sustaining anchor points outside academia.

At Birkbeck, University of London – my institutional home for the past 10 years – I have found further communities. One is a history department with a collective commitment to wide-ranging historical work (and the intersections that it fosters). Another is with colleagues brought together through the Birkbeck Interdisciplinary Gender and Sexuality research centre. A third is with students whose engagement with their studies has often been underpinned by much more direct experiences of discrimination and marginalisation than I have had to deal with. Being a white, middle-class man has made me an insider in more ways than my queerness has set me apart.

Matt Cook is professor of modern history at Birkbeck, University of London and the author, most recently, of Queer Domesticities: Homosexuality and Home Life in Twentieth-Century London (2014).

Find out more

Share
. Reply . Category: Social Sciences History and Philosophy, Uncategorized . Tags: , ,

Current Affairs – Calling all Applied Linguists

This post was contributed by Professor Penelope Gardner-Chloros, Department of Applied Linguistics and Communication

Language class (Photo: Jirka-Matousek)

Language class (Photo: Jirka-Matousek)

In a previous blog, I wrote about the determination of the origin of migrants through linguistic analysis. Since then, the refugee influx has become more significant by the day, now reaching major crisis proportions. Unfortunately it is no sort of solution to anything, but a few further reflections on linguistic aspects of this crisis come to mind.

English speakers

First, there has been much misinformation as to why so many migrants who have been camping in Calais wish to enter Britain rather than staying in France. Although the government would have us believe that it is because of our “over-generous” benefits system, in fact it is largely for other reasons, notably the fact that many of them speak English and not French.

Britain has benefited hugely in the past from English being a world language (although this is largely due to the power and influence of the US rather than that of Britain itself). Now, the status and ubiquity of English have, as it were, come back to hit us in the face.

Language lessons

Secondly, you may have read recently that the German government is offering 600 hours of German language lessons to the migrants settling in Germany. Scandinavian governments also have been offering language lessons to newly arrived settlers for many decades. This is a highly effective measure: learning a language is probably the best method for understanding the relevant culture as well as allowing suitable adaptation and integration in the host country. As an added bonus, it provides work for an army of language teachers, a fact which people reading this blog should appreciate.

IELTS exams

A third recent news item also provides food for (linguistic) thought. The Home Secretary Theresa May, desperate to cut down the number of migrants to the UK in order to fulfil election promises, plans to impose a higher IELTS English language requirement on prospective students from non-EU countries than the one demanded at the moment.

As someone who teaches students of many different mother-tongues, I agree that insufficient English language skills can be a problem. But on the whole our international students can express themselves quite adequately in oral discussion.

The problems arise with academic essay-writing, on the basis of which their university performance is graded. The difficulties there are less to do with incorrect English as such, and more to do with understanding what type of discourse is expected in such an essay – a complex linguistic and cultural question, though one which can of course be taught.

The IELTS language exams are not designed to measure these types of academic skills, so the university itself has to try to fill the gap by providing academic English and study skills training. But this is often too little and too late.

In fact, the proposal by Theresa May has nothing to do with academic motives – nobody really even pretends that it does. It is purely a way to legitimate the exclusion of one cohort of migrants and so make the overall immigration figures look better.

Excluding university students is, to put it mildly, a strange choice, since the government has elsewhere explicitly committed itself to accepting skilled, as opposed to unskilled, migrants. In purely financial terms, it means that the UK will benefit less from the overseas students’ fees – never mind the loss of goodwill which will result if we no longer allow overseas students to be educated in the UK.

In each of these news items, the linguistic issues are only part of the picture and political solutions are by far the most pressing. Still, the part played by language in day-to-day problems is evident. Applied Linguistics may not be able to solve the world’s problems, but it is important as the discipline which allows the related linguistic issues to be addressed in a scientific and well-informed manner.

Read the BBC’s recent article on “the battle over the words used to describe migrants”

Find out more

Share
. Read all 2 comments . Category: Social Sciences History and Philosophy . Tags: , , , , , ,