Speaker
Description
This research investigates the transformative potential of queer pedagogy and reparative reading in art education, focusing on agency reclamation. Experimental art projects were conducted in college-level courses to explore the reflexivity of art major students regarding intersectionality and the practices of reclaiming agency. The projects addressed self-intersectionality, social dynamics, and self-identity redefinition. Theoretical foundations centered on reparative reading and the critique of cultural colorblindness, emphasizing empathy and the need to recognize racial biases in queer discourse. The study identified key findings related to the discernment of subtleties in intraracial, interracial, and intergenerational dynamics. Artworks served as a medium for exploring intersectionality, unveiling systemic social issues, and fostering empathy. The research contributes to LGBTQIA2S+ discussions in art education, drawing attention to the intersections of art education, queer pedagogy, and racial identities.
CV
MJ Yang (they/them/theirs) is a queer researcher, teacher educator, and artist specializing in Art and Design Education (PK-12) and queer studies in Art Education. As a Taiwanese queer immigrant in the US, they are dedicated to amplifying the narratives of gender and racial minority communities. With a Ph.D. in Art Education from Northern Illinois University, their research, featured in Studies in Art Education and Visual Arts Research, decodes queer representations in media and encodes visual messages for educational impact. Committed to fostering empathy, they envision a future where every student discovers their voice, creates art, and advocates for their passions.
