Resisting Heteronormative Traditions to Stage the Possible

Datos Bibliográficos

ID17826671
AutoresMatthew Yanko (0000-0001-7769-0124, autor de correspondencia), Henry Lee (0000-0001-8383-1720)
Año2023
Volumen12
Número4
Páginas53-76
Fecha de publicación2023-01-01
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaDepartures in Critical Qualitative Research (JOURNAL)
Identificadores de la revistaISSN: 2333-9489 • E-ISSN: 2333-9497
EditorialUniversity of California Press (PUBLISHER • US)
DOI10.1525/dcqr.2023.12.4.53
OpenAlexW4389989671
IdiomaEN
Citas recibidas1
Referencias citadas25

Concerned with the heteronormative nature of education, we engage with queer theory and pedagogy to destabilize heteronormative constructs. Guided by arts-based educational research (ABER) and ethnodramatic practices, we stage the lived teaching experiences of educators who challenge heteronormativity while preparing their students for an elementary school musical production. We discover that creating opportunities for students to delve into varied costumes, themes, and characters can strengthen or transform their self-perception, and can embolden them to uncover facets of their identity. Moreover, our inquiry demonstrates how queering curriculum and pedagogy can provide more inclusive opportunities for all students as they engage in arts learning experiences

Aesthetics · Art · Curriculum · Heteronormativity · Pedagogy · Perception · Queer · Sociology · The arts · Visual arts · Art Education and Development · Diverse Music Education Insights · Gender Roles and Identity Studies · Gender Studies · Psychology