Imagining Spaces Created for Queer Métis Youth
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| Title: | Imagining Spaces Created for Queer Métis Youth |
|---|---|
| Language: | English |
| Authors: | Lucy Fowler |
| Source: | Critical Education. 2024 15(1):15-28. |
| Availability: | Institute for Critical Education Studies. 2125 Main Mall, EDCP, University of British Columbia, Vancouver, BC, V6T 1Z4 Canada. Tel: 604-822-2830; Web site: https://ices.library.ubc.ca/index.php/criticaled/ |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Canada Natives, Foreign Countries, LGBTQ People, Youth, Educational Environment, Inclusion, Cultural Relevance, Poetry, Personal Narratives, Racism, Ethnic Stereotypes, Indigenous Populations, Student Needs, Indigenous Knowledge, Older Adults, Safety, Mental Health, Barriers |
| Geographic Terms: | Canada |
| ISSN: | 1920-4175 |
| Abstract: | Educational spaces, both formal and informal, are not always welcoming to queer Métis youth, especially to those youth who connect more to hip-hop cultures than those activities like jigging and beading which are often held up as pillars of Métis culture. This article draws on conversations with youth, conducted as part of doctoral research using a visiting approach to data collection and analyzed using the voice-centered relational method. Through these frameworks, I created guideposts for developing educational spaces which are not just inclusive of but designed for queer Métis youth. These guideposts will be used in future development of research with and for queer Métis youth. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1454669 |
| Database: | ERIC |
| Abstract: | Educational spaces, both formal and informal, are not always welcoming to queer Métis youth, especially to those youth who connect more to hip-hop cultures than those activities like jigging and beading which are often held up as pillars of Métis culture. This article draws on conversations with youth, conducted as part of doctoral research using a visiting approach to data collection and analyzed using the voice-centered relational method. Through these frameworks, I created guideposts for developing educational spaces which are not just inclusive of but designed for queer Métis youth. These guideposts will be used in future development of research with and for queer Métis youth. |
|---|---|
| ISSN: | 1920-4175 |
