Queering Moments in Classrooms: An Arts-Based Research Project Using Songs to Teach

• In Event: 81.033 - MTCC Roundtable Session 38
  In Roundtable Session: 81.033-12 - Queering Educational Practice: Building Capacity for LGBTQ-Affirming Classrooms

Abstract

This paper discusses findings from a two and a half month, arts-based research project conducted in an alternative education public secondary school where queer folk songs—that is, songs based on interviews conducted with LGBTQ (lesbian, gay, bisexual, transgender, queer) families and people—were used to facilitate discussions with students around issues related to gender and sexual diversity. Critical practitioner research and ethnographic songwriting were the guiding methodologies of this study and data consists of student reflection journals, in-class conversations, researcher field notes and reflections, and ethnographic songs composed by the researcher from collected data. During this study, queer folk songs opened up space for critical dialogue and queer relationality to be experienced in the classroom.

Author

• Kate Reid, University of Toronto