Rethinking the desiring body with Dr. Gary Lee Pelletier
From “deservingness” to everyday activism, Professor Pelletier explains how Sexuality Studies and Disability Studies are reshaping how students understand identity.

Dr. Gary Lee Pelletier is a queer feminist scholar and adjunct professor of gender, sexuality, and cultural studies. He teaches in the Millie Rotman Shime Academic Bridging Program at the University of Toronto, in the department of Gender, Sexuality, and Women’s Studies at Western University, and in the department of Historical Studies here at the University of Toronto Mississauga. His teaching and research focus on sex and sexuality, gender, diversity and social justice, disability, queer theory, feminist theory, and solidarity. He is co-chair of the Sexuality Studies Association, managing editor of Hard Copy News – a sex news outlet, and co-editor of Essential Breakthroughs – an academic collection about the nexus of gender, sexuality, care, and families.

When we think about identity, most of us tend to think inwards—how we see ourselves based on our beliefs and our experiences. What we don’t always think about is how much of our identity is affected by external factors, our institutions in particular, that both sustain and constrain us. 

As a Women, Gender and Sexuality Studies (WGSS) professor at the University of Toronto Mississauga (UTM), one of the first things that Professor Gary Lee Pelletier’s classroom challenges is the underrecognized external component of our identity.

“Students don’t immediately think about their body as something society has an opinion about,” he said. “They think of it as something they have an opinion about.”

Professor Pelletier’s course, WGS337: Special topics in Women and Gender Studies — Bodies That Matter: Disability, Subjectivity, and the Politics of Desire, sits at the intersection of disability and sexuality studies. But instead of treating them as separate topics, the course pushes students to look at how they overlap, and how both are shaped by social expectations, norms, and power structures. 

Ultimately, at the centre of all these topics is one’s body and desires.

Unlearning what feels “normal”

WGS337 isn’t just about learning new ideas; it’s about unlearning old ones.

Professor Pelletier shared that most students unconsciously walk into his class with assumptions about identity. These assumptions are not necessarily rigid or intentional. But often, they are created under a society that treats certain bodies, desires, and ways of being as more “normal” than others.

“We don’t think that hard about our relationships with our body,” Professor Pelletier explained. “Until we actually have the space to.”

Things start to shift when space is intentionally created to address these topics, whether that space is a lecture hall or a discussion.

Professor Pelletier shared that a common idea that sticks with his students is something he calls “deservingness”. This term prompts students to reflect: who deserves access, care, pleasure, or even just space? This is the kind of question that sounds abstract at first, but gets personal very quickly.

A lot of students then begin to realize that they’ve internalized a sense of not being deserving. Professor Pelletier stated that whether this feeling is tied to one’s sexuality, ability, or something else entirely, once it comes to light, it’s hard to unsee it. 

Why these conversations feel more urgent now

Discussions about gender and sexuality aren’t new, but the stakes are higher than ever. 

Professor Pelletier pointed to the way these topics have become increasingly politicized, especially in the U.S., where policies and public discourse are actively targeting LGBTQ+ communities.

“It becomes a distraction from real issues,” he said. “Trans communities in particular are being scapegoated for complex societal problems.”

As Canadians, these conversations aren’t distant from us. They bleed into how people think, what gets debated, and what feels “acceptable” to question. Which is part of why courses like WGS337 matter now, more than ever.

Centred on sincere and critical discussions, Professor Pelletier’s classroom slows things down. They make space for nuance. And they push back against oversimplified narratives that dominate the internet and mainstream politics.

Accessibility is no longer just physical 

When people hear “accessibility,” many think about ramps, elevators, or whether a building is wheelchair-friendly. However, Professor Pelletier shared that the conversation has shifted, especially in university spaces.

More students are seeking accommodations now than ever, particularly for mental health and what are often called “invisible disabilities.”

“You’re seeing more and more students getting formally accommodated,” he said. “Which means more diagnoses, but also more awareness.”

This shift forces institutions to rethink what accessibility actually means. It’s not just about whether one can physically enter a classroom. It’s about whether one can fully participate in class.

Making theory feel real

One thing Professor Pelletier often returns to is the idea of connecting theory to everyday life. He described it as “bridging theory with me.”

Instead of treating academic concepts as abstractions, he encourages students to understand them on a personal level, starting with their experiences, assumptions and everyday interactions. This encourages change in how students think about activism.

Professor Pelletier acknowledges that not everyone is going to protest or organize movements. However, that doesn’t mean that these people are not a part of change. Sometimes, activism starts smaller than loud, public movements.

Change can begin with choosing not to laugh at a joke that doesn’t sit right, being more aware of the language you use and questioning the concepts you used to accept without thinking twice.

“You don’t have to become an activist overnight,” he said. “You can reshape your life little by little.”

More than just a “diversity” checkbox

Professor Pelletier is also aware of how fields like queer studies are sometimes perceived, both inside and outside academia.

He shared that they’re often grouped into what’s casually called “DEI topics” (Diversity, Equity and Inclusion topics), as if they only exist to check a box. However, such framing erases the purposes for which these topics exist in the first place.

“It’s not just about studying identities,” Professor Pelletier explained. “It’s about questioning the status quo itself.”

In other words, queer studies isn’t just about adding more perspectives; it’s about challenging the systems that decide which perspectives matter in the first place.

The implications and takeaways from the course

Professor Pelletier isn’t expecting students to have everything figured out as they complete WGS337. If anything, the course’s goal is the opposite.

He shared that the course encourages students to ask better questions, be more aware and look at the world and oneself with more nuance than before. 

And oftentimes, initiating that change begins with paying attention and open discussions.