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Queering the form: Exploring the use of zines to create LGBTQIA+ positive higher education experiences.

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Title: Queering the form: Exploring the use of zines to create LGBTQIA+ positive higher education experiences.
Authors: Fox, Claire L., Riley, Melanie, Mugglestone, Jayne, Williams, Georgia, Skourides, Lily, Took, Quen, Shoaib, Hal, Knowles, Heather, Dickinson, Nina, Pahl, Kate
Source: Psychology of Education Review. Autumn2024, Vol. 48 Issue 2, p9-16. 8p.
Subjects: LGBTQ+ students, Higher education, College students, Project management, Adult education workshops
Abstract: Research highlights how vital it is that LGBTQIA+ students receive support as they transition into further and higher education. However, there is also a need to move beyond simply providing greater 'support', to tackle cis and hetero-normativity, and to enable LGBTQIA+ agency and resistance. This inter-disciplinary participatory research project explored the use of zines as a space for navigating LGBTQIA+ life and identities. This was done through a series of zine-making workshops that took place at the Manchester Poetry Library. In total, 15 LGBTQIA+ university students took part in the zine-making workshops as co-researchers and participants. The informal conversations during the workshops were captured using audio recording devices and through use of fieldnotes. Towards the end of the workshops, the students engaged in co-interviews and a focus group. Reflexive Thematic Analysis was used to analyse the data in collaboration with the students as co-researchers. The findings support the unique nature of zines and zine-making workshops for affirmation – for the self and others, and for community-building. We hope that the findings will inform strategies to create LGBTQIA+ positive higher education experiences to enable LGBTQIA+ students to feel they matter, as well as belong. [ABSTRACT FROM AUTHOR]
Copyright of Psychology of Education Review is the property of British Psychological Society and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Queering the form: Exploring the use of zines to create LGBTQIA+ positive higher education experiences.
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  Data: <searchLink fieldCode="DE" term="%22LGBTQ%2B+students%22">LGBTQ+ students</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink><br /><searchLink fieldCode="DE" term="%22College+students%22">College students</searchLink><br /><searchLink fieldCode="DE" term="%22Project+management%22">Project management</searchLink><br /><searchLink fieldCode="DE" term="%22Adult+education+workshops%22">Adult education workshops</searchLink>
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  Data: Research highlights how vital it is that LGBTQIA+ students receive support as they transition into further and higher education. However, there is also a need to move beyond simply providing greater 'support', to tackle cis and hetero-normativity, and to enable LGBTQIA+ agency and resistance. This inter-disciplinary participatory research project explored the use of zines as a space for navigating LGBTQIA+ life and identities. This was done through a series of zine-making workshops that took place at the Manchester Poetry Library. In total, 15 LGBTQIA+ university students took part in the zine-making workshops as co-researchers and participants. The informal conversations during the workshops were captured using audio recording devices and through use of fieldnotes. Towards the end of the workshops, the students engaged in co-interviews and a focus group. Reflexive Thematic Analysis was used to analyse the data in collaboration with the students as co-researchers. The findings support the unique nature of zines and zine-making workshops for affirmation – for the self and others, and for community-building. We hope that the findings will inform strategies to create LGBTQIA+ positive higher education experiences to enable LGBTQIA+ students to feel they matter, as well as belong. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Psychology of Education Review is the property of British Psychological Society and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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              Text: Autumn2024
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