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Zine Production with Queer Youth and Pre-Service Teachers in New Brunswick, Canada: Exploring Connections, Divergences, and Visual Practices

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Title: Zine Production with Queer Youth and Pre-Service Teachers in New Brunswick, Canada: Exploring Connections, Divergences, and Visual Practices
Language: English
Authors: Burkholder, Casey, Hamill, Kate, Thorpe, Amelia
Source: Canadian Journal of Education. 2021 44(1):89-115.
Availability: Canadian Society for the Study of Education (CSSE). 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail: csse-scee@csse.ca; Web site: https://cje-rce.ca/
Peer Reviewed: Y
Page Count: 27
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: LGBTQ People, Publications, Adolescents, Preservice Teachers, Foreign Countries, Printed Materials, Power Structure, Racial Bias, Gender Bias, Social Class, Social Bias, Disabilities, Social Environment, Resilience (Psychology), Workshops, Educational Environment, Visual Stimuli, Art Activities, Resistance (Psychology), Student Experience, Identification (Psychology), Social Studies, Activism
Geographic Terms: Canada
ISSN: 1918-5979
Abstract: Queer, trans, and non-binary youth navigate school spaces punctuated by erasures, silences, and oppression, and resist these experiences through solidarity-building, activism, and art practice. In this article, we seek to centre experiences of school and society as important spheres of inquiry through participatory visual research with queer, trans, and non-binary young people (ages 12 to 17) and pre-service teachers and community educators (ages 22 to 40) in Fredericton, New Brunswick, Canada. Using an intersectional lens, we consider how intersecting power structures--gender, race, class, and disability--produce unequal impacts in relation to school and social experiences in New Brunswick. Centring youth agency, we position youth as knowledge producers through participatory visual methods of inquiry, including the making of zines (DIY print productions). With youth and pre-service teachers, through inquiry into existing and desired school and social experiences, we seek to make visual the practice of intergenerational solidarity building through zine production.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1291076
Database: ERIC
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  Data: Zine Production with Queer Youth and Pre-Service Teachers in New Brunswick, Canada: Exploring Connections, Divergences, and Visual Practices
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  Data: Queer, trans, and non-binary youth navigate school spaces punctuated by erasures, silences, and oppression, and resist these experiences through solidarity-building, activism, and art practice. In this article, we seek to centre experiences of school and society as important spheres of inquiry through participatory visual research with queer, trans, and non-binary young people (ages 12 to 17) and pre-service teachers and community educators (ages 22 to 40) in Fredericton, New Brunswick, Canada. Using an intersectional lens, we consider how intersecting power structures--gender, race, class, and disability--produce unequal impacts in relation to school and social experiences in New Brunswick. Centring youth agency, we position youth as knowledge producers through participatory visual methods of inquiry, including the making of zines (DIY print productions). With youth and pre-service teachers, through inquiry into existing and desired school and social experiences, we seek to make visual the practice of intergenerational solidarity building through zine production.
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      – Text: English
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      – SubjectFull: Adolescents
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