Queer-Identifying Preservice Teachers Produce DIY Media to Resist Erasures in New Brunswick Social Studies Curricula

• In Event: Disrupting Social Studies Education

Abstract

The diverse histories and experiences of queer, trans and non-binary people have been excluded from Social Studies curricula and classrooms in New Brunswick (NB), Canada. These erasures have implications for queer-identifying pre-service Social Studies teachers. This paper analyzes how six queer-identifying NB pre-service teachers created cellphilms (cellphone + mobile film production), zines (short DIY print productions) and stencils in response to the absence of queer-identifying citizens and historical actors in Social Studies. The findings from the study illuminate the ways in which queer-identifying pre-service teachers speak back to curricular and school erasures, and assert themselves as civic actors, including ways that uphold structural inequalities and dominant discourses.

Authors

• Casey Megan Burkholder, University of New Brunswick

• Amelia Thorpe, University of New Brunswick

• Katie Hamill, University of New Brunswick