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The authors teach at a public university in the southeastern United States and, between them, have taught for more than 30 years in the social sciences and social work. They each identify as openly LGBTQ and have worked to incorporate their identities into their teaching about queer cultural competence. In this article, they reflect on their respective experiences and share key insights, including the need to create open and affirming classrooms, the importance of opening spaces for discussionsdoi:10.21768/ejopa.v7i2.10 fatcat:p7d77dljunfwnfspr7g4kzhiuu