Deconstructing the Role of an LGBTIQ Ally: University of Sydney Case Study

In March 2015 the University of Sydney launched its Ally Network. Being a late entry to this widely embedded Lesbian, Gay, Bisexual, Transexual, Intersex and Queer (LGBTIQ) inclusion strategy presented the University with a... [ view full abstract ]

In March 2015 the University of Sydney launched its Ally Network.
Being a late entry to this widely embedded Lesbian, Gay, Bisexual, Transexual, Intersex and Queer (LGBTIQ) inclusion strategy presented the University with a unique opportunity to learn not just from the experiences of other universities’ Ally programs, but also other sectors.
The University of Sydney Ally Network is still in its infancy and it is exciting to see how quickly it has been embraced by the University community. The University’s previously unrecognised and unofficial allies now have a network and structure to support the work they have quietly been doing, particularly helping our LGBTIQ students to feel safe on campus.
Transitioning our “unofficial allies” to official allies, backed up by training and resources, triggered some thinking about the role of an ally. Drawing upon personal experience with higher education Ally programs, and corporate and government models of LGBTIQ employee networks I have identified four key ally roles. Three of these roles are common across higher education, government and non-government sectors. However, I believe that one of these roles is unique to the higher education sector and would be considered a blueprint for a university ally. In this lightening presentation I’d like to share my thinking on these roles, test my assumptions with colleagues and contribute to our understanding of the importance and value of Ally networks to the higher education community.