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Full-Text Articles in Entire DC Network
On Stage: Startling Visibility, Operatic Drama, And George Tooker’S Un Ballo In Maschera, Alex Del Dago
On Stage: Startling Visibility, Operatic Drama, And George Tooker’S Un Ballo In Maschera, Alex Del Dago
Art Inquiries
As a part of its centennial advertising campaign, the Metropolitan Opera in New York commissioned the American figurative painter George Tooker (1920-2011) to create a fine art image inspired after Giuseppe Verdi’s 1859 opera, Un Ballo in Maschera. Within the artist's composition, themes around masquerading, skepticism, and surveillance arise, all of which are common threads within both Tooker’s and Verdi’s work. Primary questions that can be asked from looking at this type of subject matter include: who is truthfully themselves, who may be someone other than they initially say they are, and most importantly, how does the ambiguity of gendered …
Learning To Get Out Of The Wing - The Motivations Of Learners Incarcerated In Québec Provincial Prisons, Frédérick Armstrong
Learning To Get Out Of The Wing - The Motivations Of Learners Incarcerated In Québec Provincial Prisons, Frédérick Armstrong
Journal of Prison Education Research
41 men and women incarcerated in the Québec provincial prison system were asked why they enrolled in educational activities. Relying on self-determination theory’s to describe and categorize their motivations, we found that most respondents had extrinsic motivations to participate in educational activities and that only three respondents could be described as intrinsically motivated. Respondents joined programmes to escape boredom, to receive financial compensation or to receive some other benefits; not for the pleasure of learning. These results are different from other research reporting that a majority of incarcerated learners were intrinsically motivated. After addressing this contrast and arguing that it …
Why Keep The Lgbtqia+ Acronym Together – "Wouldn't It Just Be Best To Split The Acronym?", Kim Andreassen, Bri Mckenzie, Julian Chen, Wendy Cumming-Potvin
Why Keep The Lgbtqia+ Acronym Together – "Wouldn't It Just Be Best To Split The Acronym?", Kim Andreassen, Bri Mckenzie, Julian Chen, Wendy Cumming-Potvin
Journal of Queer and Trans Studies in Education
Drawing on the authors' reflections after hosting a community launch event that shared outcomes from research about LGBTQIA+ inclusion in K-12 education in Western Australia, this report examines the importance of keeping the LGBTQIA+ acronym together, emphasizing its role in promoting inclusion, intersectionality, and equitable education. Global legislative actions targeting gender-diverse and queer youth, such as recent restrictive laws in the United States, threaten the fundamental right to education and undermine efforts toward achieving the United Nations' Sustainable Development Goal 4 of quality education for all. Utilizing relevant education literature, researchers' reflections and introspective questions, this report stressed the interconnectedness …
“No (My Parents Can’T Know I’M Trans)…For Now:" Resisting Anti-Transgender Backlash In Schools Through A Policy Experiment, Lee Airton, Mik Turje
“No (My Parents Can’T Know I’M Trans)…For Now:" Resisting Anti-Transgender Backlash In Schools Through A Policy Experiment, Lee Airton, Mik Turje
Journal of Queer and Trans Studies in Education
This From the Field account describes an intervention we and our colleagues offered in the Canadian culture war surrounding transgender children and youth, as clinical and research experts on K-12 education policy and supports for transgender youth and their parents. In 2023, following comprehensive review by K-12 school administrators, lawyers and experts in child welfare, we released No For Now (NFN). NFN responded to the impending passage of laws which directly harm transgender youth by essentially forcing them to be outed to potentially unsupportive parents. We suggest that NFN enacts an experimental kind of policy-based resistance to these laws and …
Rural School Counselors Supporting Queer Students In The Southeastern United States, Harley Devon Locklear, Damaris Bates
Rural School Counselors Supporting Queer Students In The Southeastern United States, Harley Devon Locklear, Damaris Bates
Journal of Queer and Trans Studies in Education
This article aims to explore the storied experiences of school counselors who actively, overtly and covertly resist the oppression of queer students within rural schools throughout the Southeastern United States. Narrative Inquiry was the research methodology utilized to collect, interpret, and reconstruct these stories, culminating in the synthesization of six overarching themes capturing the factors contributing to and limiting the advocacy efforts of rural school counselors: View of Role, Counselor Self-Efficacy, Stakeholder Push-back, Services Offered, Advocacy Efforts, and Training and University Support. Implications for school counselors, counselor education program, and school administers are also discussed in relation to improving …
Engines For Activism: Gsa Advisors Sparking Student Activism For Lgbtq+ Equity, Elizabeth J. Meyer, Rebecca Grace Kaplan, Erin Kurtz
Engines For Activism: Gsa Advisors Sparking Student Activism For Lgbtq+ Equity, Elizabeth J. Meyer, Rebecca Grace Kaplan, Erin Kurtz
Journal of Queer and Trans Studies in Education
This article reports on a study on educators supporting student activism for LGBTQ+ equity in schools. The research questions we address are: What impacts do activist-educators have on the activities of the students in their GSA (Genders & Sexualities Alliance)? In what ways do activist-educators support student activism for LGBTQ+ equity? Based on in-depth interviews with seven educators in Colorado, we use grounded theory to present a conceptual model called “Engines for Activism” (EFA). We share data that explain how student and educator interactions within the space of a student club led by an educator-activist can drive advocacy and activism …
“You Can’T Ban That!”: Lgbtq+ Youth Of Color Speak Back To Book Bans In Utah, Sonny Partola, Leticia Alvarez Gutiérrez
“You Can’T Ban That!”: Lgbtq+ Youth Of Color Speak Back To Book Bans In Utah, Sonny Partola, Leticia Alvarez Gutiérrez
Journal of Queer and Trans Studies in Education
This article explores how LGBTQ+ youth of color (LGBTQ+ YOC) in Utah perceive anti-LGBTQ+ book bans amid a hostile sociopolitical climate. Drawing from a critical ethnographic study at a public high school, and guided by Queer of Color Critique, we examine how censorship, heteronormativity, and White Christian nationalism shape book bans. Youth participants described such bans as mechanisms of erasure and harm that restrict access to affirming literature and reinforce marginalization, while also revealing contradictions in schools’ promotion of literacy alongside censorship. Despite these harms, participants resisted erasure—asserting visibility, belonging, and intellectual freedom. This study contributes to scholarship on censorship …
Motivating And Enabling Mid-Career Scholars: Two Case Studies In Research Development, M. Cynthia Logsdon, Kumer Das, Meghan Pifer
Motivating And Enabling Mid-Career Scholars: Two Case Studies In Research Development, M. Cynthia Logsdon, Kumer Das, Meghan Pifer
Research Development Review: The NORDP Journal
Supporting mid-career faculty is a potentially effective area of influence for research development professionals in colleges and universities. Institutional contexts are crucial in establishing sustained levels of faculty success in research, scholarship, and creative works across the academic disciplines. Midcareer faculty often report or experience challenges after tenure due to factors such as burnout and fatigue, teaching and service obligations, a lack of vision and focus, and insufficient mentoring and skill development. Two research universities have developed prestigious fellowship programs to support scholarly excellence among mid-career faculty, which brings research developers into this work and challenges the misconception that scholars …
Moving Toward Better-Defined Research Support Roles: Piloting Postdoctoral Training For Research Development, Heather Siedhoff, Matt Easter, Katie Rieger, Alan Toigo, Erin Teeple, Heather N. Russell-Simmons, Charlene Emerson
Moving Toward Better-Defined Research Support Roles: Piloting Postdoctoral Training For Research Development, Heather Siedhoff, Matt Easter, Katie Rieger, Alan Toigo, Erin Teeple, Heather N. Russell-Simmons, Charlene Emerson
Research Development Review: The NORDP Journal
Research development (RD) is gaining recognition as an attractive career field, but navigating the variability of RD across universities can be difficult for prospective professionals. The growth of RD highlights the need to better characterize the distribution of RD duties and develop new paradigms for training RD professionals. We conducted a survey-based institutional case study of 123 research support staff at the University of Missouri (MU) from Nov. 3 to Dec. 15, 2023 to characterize the distribution of RD and research administration (RA) responsibilities across individual positions and units. Survey data showed a wide range of job titles associated with …
Unlocking Minds Behind Bars: Inmates’ Perceptions Of Educational Services In Southeast Nigerian Prisons, Ijeoma B. Uche Dr, Okala A. Uche Dr, Agatha U. Nzewuji Dr
Unlocking Minds Behind Bars: Inmates’ Perceptions Of Educational Services In Southeast Nigerian Prisons, Ijeoma B. Uche Dr, Okala A. Uche Dr, Agatha U. Nzewuji Dr
Journal of Prison Education Research
This study explores inmates’ perceptions of educational services in Southeast Nigerian prisons, focusing on their role in rehabilitation and reintegration. Using a qualitative design grounded in the capability approach and interpretive phenomenological analysis, data were gathered through in-depth interviews with 15 convicted inmates across three correctional facilities in Southeast Nigeria. Interviews were conducted in English and Nigerian Pidgin, and analyzed using NVivo 12. Findings revealed three major themes: the relevance and accessibility of educational programs, benefits such as improved self-worth, skill acquisition, and hope for reintegration, and key barriers like limited access, inadequate resources, and institutional apathy. Although the capability …
Positioning: A Theoretical Framework For Research Development, Michael J. Spires
Positioning: A Theoretical Framework For Research Development, Michael J. Spires
Research Development Review: The NORDP Journal
A phenomenological examination of the proposal review process suggests that a good idea is a necessary – but not sufficient – condition for securing funding to support research, scholarly, and creative projects. Funders of all sorts and sizes receive thousands of proposals each year, but they can fund only a fraction of those. Experience as a reviewer, and other evidence, suggests that a constellation of intangibles called “positioning,” a concept first articulated in the context of research development circa 2006, plays a significant, frequently determinative role in funding success. This paper builds on Dave Stone’s pioneering work to develop a …
Making Space To Learn: Prison-Less Places, Nicole Patrie
Making Space To Learn: Prison-Less Places, Nicole Patrie
Journal of Prison Education Research
Diversifying modalities or modes of program delivery inside prisons is necessary and important to increase access to programs; however, this also demands that learning is intended to occur in most places of a prison. In this paper I present the concept prison-less places, relational, temporary places where the prison is less noticeable and where learning becomes possible. Exploring three dimensions of learning, I argue that the existence of prison-less places brings balance to these dimensions and is crucial for learning to occur inside prisons. As the boundaries between program and prison space become more fluid and permeable with modalities …
Teaching And Learning Math In Prison: A Systematic Review, Giulia De Rocco, Enrico Angelo Emili, Elisa Miragliotta, George Richard Paul Santi, Alessia Muratori
Teaching And Learning Math In Prison: A Systematic Review, Giulia De Rocco, Enrico Angelo Emili, Elisa Miragliotta, George Richard Paul Santi, Alessia Muratori
Journal of Prison Education Research
The paper presents the first results of a systematic review of the literature on mathematics teaching and learning in prison. The paper explores, through a systematic review based on the PRiSMA method, the state of the art on the mathematics teaching-learning in prisons, focusing on theoretical frameworks that identify good educational practices, the role of affective aspects, the focus on inclusiveness and accessibility. The study is part of the LeMP project, 'Learning Math in Prison', which aims at exploring the conditions of mathematics teaching-learning in a prison context.
Movement And Momentum, V. 45, Carissa Dicindio
Movement And Momentum, V. 45, Carissa Dicindio
Journal of Social Theory in Art Education
No abstract provided.
Significance Of Relationships In Navigating Disability, Shivani Bhalla Dr
Significance Of Relationships In Navigating Disability, Shivani Bhalla Dr
Journal of Social Theory in Art Education
I have addressed the theme of movement and momentum by referring to the importance of relationships and seeking community in navigating through the challenges of disability experiences. In this paper, I will explore how my relationships with my family members, fellow disabled artists, educators, and scholars helped me learn from my disability experiences and gave me the courage to come out as a person with disability (PWD) and explore disability as a sight of knowledge production.
Boundless Community: A Developing Disability Arts Movement, Sarah K. Benson, Khaldoun Hijazin, Alaa Qattam, Suha Khuffash
Boundless Community: A Developing Disability Arts Movement, Sarah K. Benson, Khaldoun Hijazin, Alaa Qattam, Suha Khuffash
Journal of Social Theory in Art Education
Over several years, individual organizations in Jordan have been focused on increasing the participation of individuals with disabilities in the arts. Increasing inclusion can provide a powerful tool to create visibility, amplify marginalized voices and disrupt normative narratives. However, these isolated efforts had a limited impact until a cohesive effort borne by a burgeoning community of practice led to the first Amman Arts and Disability Summit. Bringing together youth, artists and gallery owners, the movement leaders are using models of social learning and communities of practice to create a more inclusive arts community. The movement stands on the precipice of …
Fabricating Decolonial Futures: The Power Of Afrofuturism And Indigenous Futurism, Albert Stabler
Fabricating Decolonial Futures: The Power Of Afrofuturism And Indigenous Futurism, Albert Stabler
Journal of Social Theory in Art Education
Inspired by important works of speculative fiction, the movements of Afrofuturism and Indigenous Futurism have come to encompass a wide range of works by Black and Indigenous creators, including but not limited to visual artists. In this article I describe my own work as a white high school art teacher in a BIPOC classroom, leading class projects motivated by the fascinating overlaps of traditional practices, social critique, and futuristic fantasy in Afrofuturist art. I then go on to describe speculative creative works by Indigenous and Black artists that have continued to follow this path, particularly using digital tools and new …
Artist Statements As Colectiva: Informed By Lived Experiences And Anzaldúan Theories, Christen Sperry García, Elizabeth Gonzalez, Alexis Marie Ramos
Artist Statements As Colectiva: Informed By Lived Experiences And Anzaldúan Theories, Christen Sperry García, Elizabeth Gonzalez, Alexis Marie Ramos
Journal of Social Theory in Art Education
As visual artists, our ability to explain process and convey meaning in our work is very important. Our BFA and MFA studio art programs trained us to write clear, concise, and universal artist statements. We were encouraged to highlight the concepts behind our visual work and discouraged from including our personal narratives or employing Chicane or Latine bodies of knowledge. In response, we apply theories and methodologies by Gloria Anzaldúa to our artist statements. First, we offer a framework of testimonio, Borderlands theory, and autohistoria-teoría. Using the methodology of nepantlando, a creative doing of existing in-between worlds, we …
Power, Privilege, And Perceptions: A Critical Case Study Of Ffa And Gsa Members’ High School Experiences In A Southern Rural High School, Eric Moser, Stacy Vincent, Rebekah Epps
Power, Privilege, And Perceptions: A Critical Case Study Of Ffa And Gsa Members’ High School Experiences In A Southern Rural High School, Eric Moser, Stacy Vincent, Rebekah Epps
Journal of Queer and Trans Studies in Education
There is an urgent need to address the rampant homophobic and transphobic systems and rhetoric in the United States. School cultures reflect the systemic privileging of heterosexual and cisgender identities, which places queer students at an increased risk of victimization and harassment. Rural schools have been found to uphold heteronormative and cisnormative cultures more than suburban and urban schools, which increases safety concerns for rural queer students. Rural schools commonly offer school-based agricultural education (SBAE) and FFA programs, which have been found to struggle in their inclusion of racial minority students. To combat hostile school cultures, many schools offer a …
Beyond The Bathroom: Systemic Barriers To Trans Student Success, Andrew Leclair
Beyond The Bathroom: Systemic Barriers To Trans Student Success, Andrew Leclair
Journal of Queer and Trans Studies in Education
At the intersection of educational inequity and systemic marginalization, transgender youth face some of their greatest obstacles upon walking through the schoolhouse door—ranging from legislative attacks and gender negation to denied facility access and pervasive bullying. In rural K-12 public schools—where populations are often smaller, more demographically homogenous, and vie for more socially conservative policies—trans youth are particularly vulnerable. Within this context, this piece centers the experiences of transgender students in rural K-12 public schools—highlighting the sociocultural dynamics and systemic barriers that continue to marginalize them within the United States education system today. Through a blend of literature synthesis and …
"What Are They Going To Do? Fire Me?" The Paradoxical Empowerment Of Nonbinary Teachers In Rural South Carolina, Chris Cyan Divens, Jonathan M. Coker
"What Are They Going To Do? Fire Me?" The Paradoxical Empowerment Of Nonbinary Teachers In Rural South Carolina, Chris Cyan Divens, Jonathan M. Coker
Journal of Queer and Trans Studies in Education
Nonbinary teachers are seldom the focus of teacher studies, particularly in challenging places such as the rural Southeastern United States. Through a critical ethnographic case study, we explored the stories of two nonbinary teachers who grew up and worked in rural South Carolina. We examined their cultural contexts, including legislative factors, school policies, and school cultures, and we highlighted how these systems created a hostile environment for queer and trans* individuals. Our participants shared how their lived experiences as queer and gender-diverse individuals provided them with an insider perspective about rural South Carolina culture and its limitations. We also found …
Reading About Gender Identity In A Rural Community: Discourse Around Young Adult Literature And Social Justice, Ashley S. Boyd, Rachael R. Wolney
Reading About Gender Identity In A Rural Community: Discourse Around Young Adult Literature And Social Justice, Ashley S. Boyd, Rachael R. Wolney
Journal of Queer and Trans Studies in Education
This study explores how a rural adult book club engaged with gender identity through young adult literature (YAL), focusing on Mason Deaver’s I Wish You All the Best. Facilitated by two teacher educators, the club brought together local residents and a guest speaker from a regional support organization to discuss gender, pronouns, and the experiences of nonbinary youth. Using critical discourse analysis and thematic coding, the authors examine how participants, cisgender adults, navigated unfamiliar concepts, reflected on their own beliefs, and considered implications for their personal and professional lives. Findings highlight the power of YAL to serve as a …
The Good, The Bad, And The Ugly: Personifying The South In Rural Queer Collegians’ Stories, Miranda N. Rutan, Leia K. Cain
The Good, The Bad, And The Ugly: Personifying The South In Rural Queer Collegians’ Stories, Miranda N. Rutan, Leia K. Cain
Journal of Queer and Trans Studies in Education
In this study, we explore the complex interplay between queer identity and Southern cultural narratives among rural college students in the U.S. Bible Belt. We integrated narrative inquiry and arts-based research to examine how participants personify the South within their own stories, revealing nuanced understandings of belonging and identity. Data were collected through semi-structured interviews, participant-created artwork, and discussions about these artworks. Our findings illustrate a dynamic representation of the South as both a source of support and a site of conflict, highlighting the dual roles of community and marginalization in shaping rural queer Southern identities. This research contributes to …
Rural Geographies, Queer Youth And Metronormativity, Fenton Litwiller
Rural Geographies, Queer Youth And Metronormativity, Fenton Litwiller
Journal of Queer and Trans Studies in Education
In 1995 Weston articulated an oft recited story where queers move from persecutory rural geographies to the more accepting city. While Weston interrogated this spatial binary and demonstrated failed promise of the metropolis to deliver, particularly across intersections of gender, the urban flight narrative persists. Jack Halberstam (2005) used the term ‘metronormativity’ to illustrate the power of this narrative that influences a research focus on urban queers. This study contributes insights on how queer youth who live in remote Canadian geographies navigate and express gender and sexuality. Eight participants (12 – 24) attended an informal educational space, a genderplay workshop, …
“I’Ve Already Invested So Much Time, Effort, And Money Into This, So I Stay For Me”: A Case Study Of Paulina A First-Generation Trans Latina Rural Community College Student, Ángel De Jesus Gonzalez
“I’Ve Already Invested So Much Time, Effort, And Money Into This, So I Stay For Me”: A Case Study Of Paulina A First-Generation Trans Latina Rural Community College Student, Ángel De Jesus Gonzalez
Journal of Queer and Trans Studies in Education
While research continues to emerge on queer and/or trans (QT) experiences in higher-education, a paucity remains on the nuanced realities of those who exist at the intersections of identities, institutional, and regional contexts. Guided by jotería identity-and-consciousness, this intrinsic case study focuses on Paulina, a first-generation trans Latina rural community college student via queer pláticas. She informs ways that trans Latina students in rural community colleges exists and resists hostile ecological educational environments and in doing so generate queer futurities of rurality. Paulina’s jota-historia disrupts notions of QTs communities presence in rural spaces, rural spaces as synonymous with white, …
Rotating Along The Borderlands: Contextualizing Border Rurality Among Queer Transfronterizxs College Students, Carlos A. Fitch
Rotating Along The Borderlands: Contextualizing Border Rurality Among Queer Transfronterizxs College Students, Carlos A. Fitch
Journal of Queer and Trans Studies in Education
Queer Transfronterizx students at rural higher education institutions experience an array of systemic and racialized inequities related to Queerphobia, residential nativism, and immigration challenges. Through a Critical Race Feminista Methodology (CRFM), seven Queer Transfronterizx college students engaged in testimonios and a Queer plática to shed light into the navigation of their rural higher education contexts and lived experiences. The findings note the collaborators’ experience of (1) endangered educational oases, (2) the dual identity isolation pertaining to Queer and Latinx belongings, (3) transborder hypervigilance emerged from border- crossings practices, and (4) a rural border flexibility that provides Queer privileges. Recommendations for …