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Queering the art classroom

An exploration of GCSE student responses to gender and sexuality in art

Tabitha Millett

My research aims to develop a pedagogy that seeks to queer the art classroom by moving beyond current methods applied in schools regarding the exploration of gender and sexuality. In doing so, I propose a practical approach to queer theory that challenges heteronormativity by implementing representational artwork and non-representational artwork which can investigate gender and sexuality in more nuanced ways with students. I believe this research to be timely due to the growing acknowledgment of non-normative genders and sexualities by governments and educational institutions. Furthermore, the study has the potential to be beneficial to all students and teachers as the project explores the nature of heteronorms which impact us all.

Supervisors: Primary John Gray and secondary Claire Robins.