Comment: Disco Beats and Rainbow Streets: Celebrating LGBT+ History Month 🏳️🌈
Dr. Christopher Lewis reflects on the historical importance of this month and the journey universities need to take so that every student can dance to their own tune
February marks LGBT+ History Month, and a chance for reflection on the challenges and progress of the civil rights movement within the LGBT+ community. This awareness month aims to help combat prejudice against LGBT+ individuals and to develop educational initiatives, advocacy, and representation to have an opportunity to reflect and acknowledge the impact of LGBTQ+ on culture and society.
For those of us in higher education, this holds significant resonance as I know learners embarking on their journey through higher education may often find themselves at a pivotal juncture of self-discovery and acceptance. I have no doubt that being able to openly express your true identity at university has an enduring and meaningful impact on learners’ personal development and resilience. By recognising and integrating the history of gay rights and other marginalised voices into the curriculum we help give others a voice, and this has always been a cornerstone of my own teaching philosophy, and something my colleagues and I strive to include as part of our curriculum at BNU.
Disco empowerment
As a music historian, few topics ignite my passion quite like the vibrancy of the Disco craze of 1970s popular music history. Disco was rooted in a blend of diverse musical genres and influences, such as R&B, Afro-Caribbean rhythms, Soul, all of which were interlaced with the driving pulse and energy from the underground gay scene of cities such as New York. Consequently, Disco emerged as a dynamic fusion of cultural influences and quickly became a transformative platform for marginalised voices. Disco became a powerful symbol of empowerment for Black, Latino, LGBTQ+, and strong Female artists, allowing them opportunities to assert their voices and unite, in a very white male-dominated industry. Many disco hits contain clear declarations of this newfound independence, just look at tracks such as; "I Will Survive," (1978) "Got To Be Real,” (1978) and "I'm Coming Out." (1980)
There are many pioneering Disco artists, but for me the one who stands out is Sylvester (1947-1988) who was based in San Francisco. His unique and dazzling falsetto voice was matched by a captivatingly flamboyant and androgynous stage presence. Through these, he epitomised authenticity and someone absolutely comfortable to be themself. His distinctive (and brilliant) hit, "You Make Me Feel (Mighty Real)," (1978) became an iconic disco hit and firmly challenged societal norms whilst celebrating all that was good in Disco. Artists like Sylvester helped play an important role in expanding visibility for LGBTQ+ individuals in society. Even David Bowie once quipped that he wasn't needed in San Francisco because "They have Sylvester" (Hagler).
Celebrating resilience
Through diverse artists, Disco became a celebration of the resilience of artists, whose voices reverberated with empowerment and solidarity. This is the same for us in higher education, where we want to ensure that our learners are also free to authentically express themselves. The inclusive community ethos of Disco very much mirrors the freedom we aspire to cultivate within our universities. Just as Disco provided a welcoming space for diverse voices to flourish, we also want to create a community that empowers our learners to learn, grow, and thrive.
Reflecting on LGBT+ history is important for several reasons. By acknowledging past injustices and celebrating milestones like the Stonewall Riots and the legalisation of same-sex marriage, we not only honour the resilience of the community but also foster empathy, challenge stereotypes, and inspire future generations to advocate for equality, very much echoing the inclusive ethos of Disco's heyday. By understanding this history and the origins of the genre, help us better recognise the legacy of Disco, which is still channelled today through pop icons such as Madonna and Lady Gaga. By instilling pride in our learners for our history, we ensure that future generations have a better appreciation for the struggles, triumphs, and contributions of the community, helping to foster a more inclusive and empathetic society.
Amplifying voices
There is however still much work to be done. Despite significant progress, there is research from the charity Stonewall that helps underscore the real ongoing need for continued awareness and support. Discrimination is still very much a reality faced by the LGBT+ community in our modern society. As university academics and professional service employees, we must always go out of our way to find ways to actively listen, understand, and where possible amplify the voices of marginalised individuals and communities, to foster a university community where everyone feels safe, seen, and supported.
At BNU, we are committed to continuously enhancing our curriculum through regular reviews. Our dedicated teams actively engage in discussions to ensure that our teaching remains current, dynamic, and responsive to the evolving needs of our students. We prioritise inclusivity by listening to the needs of our learners, adapting our approaches accordingly where needed. This includes offering assessment briefs in alternative formats and delivering feedback in a variety of styles to cater to the individual learning preferences of our learners. In addition, our newly developed ‘Being You at BNU’ is ensuring a supportive community of staff is being fostered to support colleagues both internally and externally.
Rhythm is a dancer
I have little doubt that the rhythm of progress, acceptance, and tolerance is firmly on our side, however, we need to keep reminding ourselves of this journey to where we are now. This is so important to ensure that our universities keep echoing this ethos and leading the way in developing meaningful community spirit. This will help ensure everyone is free to dance to their own tune and celebrate our unique identities with pride, kindness, and acceptance.
Dr Christopher D. Lewis is Director of Education (Creative & Digital Industries) at Buckinghamshire New University
References
Hagler, T. (2021). We Could Be: Bowie and his Heroes. London, Cassel
Stonewall. (2022). Why workplace inclusion matters. Retrieved from https://www.stonewall.org.uk/about-us/news/why-workplace-inclusion-matters