Queer Performative Autoethnography as Antioppressive Education

Session Submission Type: Demonstration/Performance

Abstract

This performance-based session aims to demonstrate queer performative autoethnography as a uniquely effective tool in anti-oppressive education. It is argued that through the use of artistic autoethnographic inquiry, educators are better able to engage in the rigorous reflexive critique necessary to serve as anti-oppressive educators. The session will offer a one hour theatrical performance that incorporates solo autoethnographic performative inquiry as well as a participatory theatrical dialogue with the attending audience. The final half hour will allow for discussion and analysis of the methods and scholarly frameworks presented, as well as the potential for its applications in a variety of educative and academic contexts.

Sub Unit

• SIG-Arts and Inquiry in the Visual and Performing Arts in Education

Chair

• Celeste N. Snowber, Simon Fraser University

Papers

• Queer Performative Autoethnography as Antioppressive Education - Kerri Mesner, The University of British Columbia