Publication Date

2025

Document Type

Dissertation/Thesis

First Advisor

Staikidis, Kryssi

Second Advisor

Siegesmund, Richard

Degree Name

Ph.D. (Doctor of Philosophy)

Legacy Department

School of Art and Design

Abstract

This study explored ways heteronormativity has been reinforced in art education, drawing from personal experiences and scholarly literature. I reflected on how conformity pressures influence individuals and communities aligning with Foucault's concepts of binary polarities, Butler’s theory of performativity, Sedgwick’s notion of survivor’s responsibility and Warner’s ideas of queer stigma. My research combines autoethnography, ethnography, personal narrative, and therapeutic reflection to create portraits, or in-depth narratives, and snapshots, or brief narratives, of five self-identified gay art teachers from the Midwestern region of the United States. These portraits and snapshots examine ways the participants navigated their identities within educational environments. Creating counternarratives to heteronormativity is important to the field of art education because all students should feel safe in school and art education lends itself to exploring personal identities and expressing individual points of view. Through analysis of interview transcripts and photographs of school sites, I discovered the findings of my study that revealed three main themes: formation, actualization and obligation. The participants formed queer identities without LGBTQ representation during their developmental years. They actualized these identities by personally and professionally navigating the coming out process. As a result of their formation and actualization, they felt a sense of obligation toward more inclusive art education practices, so LGBTQ students are represented and feel safe in school settings. The implications of this research point to the need for art educators to be mindful of inclusive teaching practices that include exploring LGBTQ themes in their classrooms. I acknowledge the nuance that may be necessary for teachers working in unwelcoming communities and offer solutions for including intersectionality strategically.

Extent

173 pages

Language

en

Publisher

Northern Illinois University

Rights Statement

In Copyright

Rights Statement 2

NIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.

Media Type

Text

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Art Education Commons

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