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Volume 21, Issue 2
  • ISSN: 1743-5234
  • E-ISSN: 2040-090X

Abstract

(Un)learning from our hegemonic position(s) as educators in schools fosters diverse knowledge production through art as a subject and critical tool. The project engages with intersectionality as a method, methodology and theory to design, teach and analyse critical zines made and inspired by students’ real-life discriminatory experiences in a Norwegian lower secondary diverse art class. The hybridization of arts-based and traditional methodologies through an intersectional perspective included a/r/tography, critical ethnography and post-qualitative approaches acknowledging the artist–researcher–teacher role intertwining voices from an individual and collective reflective narrative. All the analysed data, including the student-created comics, informed the redesign of an art curriculum framework focusing on critical arts pedagogical approaches for diverse secondary schools. After three years of teaching this project, findings show that the art class became a third space producing relevant knowledge about intersectional discrimination. Future research could expand this project across different levels of education, both locally and globally.

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2025-06-12
2026-04-12

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