Turning the Tide: Reframing How We Acknowledge and Support Transgender and Gender Nonconforming Learners in Educational Spaces

The Joy of Finding Community in an Intergenerational LGBTQIA+ Arts Program

“…Educators before me have made use of autobiographical narrative as a method of research, allowing them to reflect on their place in the field of art education and their teaching practices (Broome, 2014;Check, 2012;Rolling, 2010). Some educators have written autobiographical narratives that don't necessarily require a stated methodology; these have come in the form of commentaries or creative formats, such as graphic novels (Branham, 2016;Burke, 2019). Still, others reflect not only on their own experiences, but aslo those of other educators or preservice teachers, who have shared their stories through interviews, writings, or artworks (Blair, 2014;Check & Ballard, 2014;Unrath & Kerridge, 2009;Unrath & Nordlund, 2009).…”

“…Still, others reflect not only on their own experiences, but aslo those of other educators or preservice teachers, who have shared their stories through interviews, writings, or artworks (Blair, 2014;Check & Ballard, 2014;Unrath & Kerridge, 2009;Unrath & Nordlund, 2009). I am particularly moved by the first-hand accounts of queer art educators (Burke, 2019;Check, 2012), but there are not enough of these stories in art education publications. This is, perhaps, due in part to a fear of losing their jobs or other perceived personal and professional repercussions of revealing their sexual or gender identity in connection to their profession (Check, 2010).…”