Gender discrimination and inequalities in higher education are rooted phenomena. The overall structure of Western society shows that diversity of human sexual orientations has not been given sufficient attention and, as a reflection, scholarship on LGBT and queer individuals and organisations in higher education have claimed a deeper theoretical concern. The presence of several approaches in research on gender issues is the outcome of a limited application of queer theory on academic education. Indeed, as Renn (132) suggests, “[l]esbian, gay, bisexual, transgender (LGBT), and queer research in higher education is embedded in a central paradox: although colleges and universities are the source of much queer theory, they have remained substantially untouched by the queer agenda”, thus highlighting the need of including in academic programs more inclusive gender-oriented curricula. This article ventures to suggest that, notwithstanding the effort to recognise the value of queer theory, universities have not surrendered on the queering of higher education itself and strive to assure that every single person of the academic community is respected and valued regardless of his/her sexual orientation and/or gender identity. A respectful atmosphere would guarantee each member of the community a positive sense of self and a fruitful educational and personal growth. It also proposes reflections and theoretical implications on the interrelation between ESP and the new directions in LGBT and queer research to enhance and improve educational practise and expertise within both queer and non-queer academic organisations.
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