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Seeking Refuge: A Community Educator's Reflections on Neurodivergent Teaching and Hope

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Title: Seeking Refuge: A Community Educator's Reflections on Neurodivergent Teaching and Hope
Language: English
Authors: Courtney Fowler
Source: in education. 2026 31(1):20-28.
Availability: University of Regina, Faculty of Education. Education Building, 3737 Wascana Parkway, Regina, SK S4S 0A2. e-mail: editor@ineducation.ca; Web site: https://journals.uregina.ca/ineducation/index
Peer Reviewed: Y
Page Count: 9
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Descriptors: Community Education, Art Education, Teaching Methods, Minority Group Students, LGBTQ People, Neurodevelopmental Disorders, Self Concept, Story Telling, Performance, Theater Arts, Safety, Psychological Patterns
DOI: 10.37119/ojs2026.v31i1.941
ISSN: 1927-6117
Abstract: How does art help to engage youth, and how can educators help create spaces where art can be created in ways that are critical and that connect with everyday life? In this reflective narrative essay, Courtney Fowler, a community educator and performer, shares her approach to teaching and learning by exploring her experiences with the "Blackout" Project. The piece examines how shame-free spaces can help neuroqueer youth use art to affirm their identities and to frame complex issues through storytelling and artistic performance.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1499712
Database: ERIC
FullText Text:
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  Data: Seeking Refuge: A Community Educator's Reflections on Neurodivergent Teaching and Hope
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  Data: University of Regina, Faculty of Education. Education Building, 3737 Wascana Parkway, Regina, SK S4S 0A2. e-mail: editor@ineducation.ca; Web site: https://journals.uregina.ca/ineducation/index
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  Data: How does art help to engage youth, and how can educators help create spaces where art can be created in ways that are critical and that connect with everyday life? In this reflective narrative essay, Courtney Fowler, a community educator and performer, shares her approach to teaching and learning by exploring her experiences with the "Blackout" Project. The piece examines how shame-free spaces can help neuroqueer youth use art to affirm their identities and to frame complex issues through storytelling and artistic performance.
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