Queer Pedagogy and Identity in the Art Room

N

186

Homosexuality; LGBTQ People; Educational Practices; Teaching Methods; Art Education; Inclusion; Adolescents; Sexuality; Intersectionality; Art Products; Sense of Belonging; Self Expression; Art Expression; Middle School Students

This research explores how incorporating queer theory into adolescent art education can foster more inclusive classroom environments and support identity development for all students. To investigate this, three art lessons grounded in the principles of queer pedagogy were implemented in 6th and 7th grade classrooms. These lessons centered around identity artmaking in the forms of alter ego masks, social justice zines, and choice based artwork. Data collection included student artwork, lesson reflection sheets, pre- and post-study surveys, and classroom observations. Data was coded thematically through the lens of identity factors, classroom environment, and LGBTQ+ narratives. The analysis revealed that queer pedagogy can be a powerful tool for reimagining art education through identity-affirming practices. Final artwork and reflection sheets showed that students explored the identity factors of personal interests, personality factors, and values & beliefs. While some students reported feeling more seen and connected through the lessons, others still felt excluded, highlighting the complexity of classroom dynamics and the influence of broader school culture. This research suggests several implications for art educators, educational institutions, and policy makers.

As Provided

2025

ED673910