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Queer Pedagogy and Identity in the Art Room

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Title: Queer Pedagogy and Identity in the Art Room
Language: English
Authors: Tara Farrell
Source: Online Submission. 2025M.A. Thesis, Moore College of Art & Design.
Peer Reviewed: N
Page Count: 186
Publication Date: 2025
Document Type: Dissertations/Theses - Masters Theses
Tests/Questionnaires
Education Level: Junior High Schools
Middle Schools
Secondary Education
Descriptors: Homosexuality, LGBTQ People, Educational Practices, Teaching Methods, Art Education, Inclusion, Adolescents, Sexuality, Intersectionality, Art Products, Sense of Belonging, Self Expression, Art Expression, Middle School Students
Abstract: This research explores how incorporating queer theory into adolescent art education can foster more inclusive classroom environments and support identity development for all students. To investigate this, three art lessons grounded in the principles of queer pedagogy were implemented in 6th and 7th grade classrooms. These lessons centered around identity artmaking in the forms of alter ego masks, social justice zines, and choice based artwork. Data collection included student artwork, lesson reflection sheets, pre- and post-study surveys, and classroom observations. Data was coded thematically through the lens of identity factors, classroom environment, and LGBTQ+ narratives. The analysis revealed that queer pedagogy can be a powerful tool for reimagining art education through identity-affirming practices. Final artwork and reflection sheets showed that students explored the identity factors of personal interests, personality factors, and values & beliefs. While some students reported feeling more seen and connected through the lessons, others still felt excluded, highlighting the complexity of classroom dynamics and the influence of broader school culture. This research suggests several implications for art educators, educational institutions, and policy makers.
Abstractor: As Provided
Entry Date: 2025
Accession Number: ED673910
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED673910
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PubType: Dissertation/ Thesis
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  Data: Queer Pedagogy and Identity in the Art Room
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  Data: <searchLink fieldCode="SO" term="%22Online+Submission%22"><i>Online Submission</i></searchLink>. 2025M.A. Thesis, Moore College of Art & Design.
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  Data: 186
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  Data: 2025
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  Data: Dissertations/Theses - Masters Theses<br />Tests/Questionnaires
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  Data: <searchLink fieldCode="DE" term="%22Homosexuality%22">Homosexuality</searchLink><br /><searchLink fieldCode="DE" term="%22LGBTQ+People%22">LGBTQ People</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Practices%22">Educational Practices</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Art+Education%22">Art Education</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Adolescents%22">Adolescents</searchLink><br /><searchLink fieldCode="DE" term="%22Sexuality%22">Sexuality</searchLink><br /><searchLink fieldCode="DE" term="%22Intersectionality%22">Intersectionality</searchLink><br /><searchLink fieldCode="DE" term="%22Art+Products%22">Art Products</searchLink><br /><searchLink fieldCode="DE" term="%22Sense+of+Belonging%22">Sense of Belonging</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Expression%22">Self Expression</searchLink><br /><searchLink fieldCode="DE" term="%22Art+Expression%22">Art Expression</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+School+Students%22">Middle School Students</searchLink>
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  Label: Abstract
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  Data: This research explores how incorporating queer theory into adolescent art education can foster more inclusive classroom environments and support identity development for all students. To investigate this, three art lessons grounded in the principles of queer pedagogy were implemented in 6th and 7th grade classrooms. These lessons centered around identity artmaking in the forms of alter ego masks, social justice zines, and choice based artwork. Data collection included student artwork, lesson reflection sheets, pre- and post-study surveys, and classroom observations. Data was coded thematically through the lens of identity factors, classroom environment, and LGBTQ+ narratives. The analysis revealed that queer pedagogy can be a powerful tool for reimagining art education through identity-affirming practices. Final artwork and reflection sheets showed that students explored the identity factors of personal interests, personality factors, and values & beliefs. While some students reported feeling more seen and connected through the lessons, others still felt excluded, highlighting the complexity of classroom dynamics and the influence of broader school culture. This research suggests several implications for art educators, educational institutions, and policy makers.
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 186
    Subjects:
      – SubjectFull: Homosexuality
        Type: general
      – SubjectFull: LGBTQ People
        Type: general
      – SubjectFull: Educational Practices
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Art Education
        Type: general
      – SubjectFull: Inclusion
        Type: general
      – SubjectFull: Adolescents
        Type: general
      – SubjectFull: Sexuality
        Type: general
      – SubjectFull: Intersectionality
        Type: general
      – SubjectFull: Art Products
        Type: general
      – SubjectFull: Sense of Belonging
        Type: general
      – SubjectFull: Self Expression
        Type: general
      – SubjectFull: Art Expression
        Type: general
      – SubjectFull: Middle School Students
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      – TitleFull: Queer Pedagogy and Identity in the Art Room
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          Dates:
            – D: 01
              M: 08
              Type: published
              Y: 2025
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            – TitleFull: Online Submission
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