Abstract

This presentation works from the premise that the social sciences have always provided a place for debate, analysis and action. It has at its core the concern that in the early years of the 21st century educators be committed to finding ways of providing a safe learning environment for the otherwise marginalised student or topic of research. In order to find and stake a place in communities, scholars of all ages study self and place. University students are at the forefront of these quests. The questions driving this paper emanate from core undergraduate teacher education subjects, undergraduate negotiated courses, honours papers, doctoral theses – all in the area of sexuality. Reference will be made to tertiary education at a university in Australia – to generation, gender, ethnicity in its various forms and to the diasporic influences on each. The questions posed are located within the broad field of how subjects are taught, received and acted upon. Reference is made to content; the locating and influence of lecturers, supervisors and examiners across all levels of tertiary education; the place of religion, traditional history and race; the influence of the diaspora.