Year: 2017
Type: article
Abstract: This article advocates for a “fagnostic” pedagogy that acknowledges the queer aspects of education in relation to not knowing, of the unknown, of the unknowable, making spaces and opportunities for becoming art educator. The article defines fagnostic, questions the assumptions of heteronormative, binary pedagogies, and considers the possibilities of queering the spaces of art education practice to be more inclusive and culturally sustainable in the 21st century.
DOI: 10.25892/9s6b-2e47
Authors: Wolfgang, Courtnie, Rhoades, Mindi
Language: English
Subfield: Visual Arts and Performing Arts
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2618445448