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By Esther Kingston-Mann, Tim Sieber

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How could there be communication between people who explain their positions by adverting to irreconcilable sources and assumptions? How could I present religion to gay or lesbian students as even worth studying? And to religious conservatives, who often confuse my role with that of clergy person, how could I present myself, a lesbian theologian, as something other than a walking blasphemy? Daunted by all this, I adopted for several years a kind of “don’t say, don’t deny” policy, the first principle of which was that I would never be vulnerable to the accusation of pushing homoeroticism as a personal agenda.

Instead, we can begin to consider how to link media and political demands for “accountability” in higher education with the implementation of practices that genuinely expand student opportunities for learning. In contrast to conventional stereotypes that pit “energetic and open” junior faculty against their “stodgy” elders, the experience of our contributors demonstrates that midcareer faculty can continue to learn and develop (and that junior faculty may be burdened by inexperience and by fears about tenure that place constraints on risktaking).

8. ” Inventio: Creative Thinking about Learning and Teaching 1, no. 1 (1999). 9. : Ablex, 1993). 16 Esther Kingston-Mann and Tim Sieber 10. Funded by the Ford Foundation between 1996 and 1999, this project brought together three to four student-faculty research teams per semester that made use of the university as the site of inquiry into issues of diversity. , A Diversity Research Initiative. 11. See, for example, Eleanor Kutz, Suzy Q. : Greenwood-Heinemann, 1993), and Peter Kiang, “Crossing Boundaries, Building Community,” Thought & Action 15 (1): 49–60 (1999).

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