(Re)constructing Gay, a Classroom, and a Journey to Rhetorical Listening

This article explores Ratcliffe’s (2005) theory of rhetorical listening and the means utilizing it to interpret facilitate conversations around gay identities, especially between teachers students in classroom. Conversations sexual identities classrooms have changed way which communicate, as well are approached point becoming nonexistent. By these nonexistent, become isolated classroom, therefore silencing what could opportunities for growth. I utilize a pedagogical strategy against weaponization word gay. Using original pedagogically foundation, build on listening’s potential address controversial or highly charged rhetoric issues identity, this case, elaborate its implications—raising awareness identification constructing that can be applied identity settings. Finally, paper suggests using pedagogy illustrates series arbitrations show tool application discussing queer