Queer konst och icke-binär bildkonstpedagogik i undervisning för att främja ungdomars välmående och förmåga till livshantering

Abstract

Reports indicate that the risk of mental or physical illness is higher for LGBTQ+ youth in Finland due to discrimination and minority stress. Although artistic practices have been widely proven to promote health and well-being, LGBTQ+ concerns have rarely been addressed in art education in school. The research question for this chapter is how artistic methods and practices could be used in art education to discuss the diversity of gender identities and sexualities, and thus promote the students’ well-being and knowledge of life skills in a new arena. Qualitative interviews and artworks by two artists who work with queer themes and perspectives in their art were analysed thematically from the point of view of critical pedagogical perspectives and queer theory. In the chapter, this theoretical perspective is referred to as non-binary visual art pedagogy. The result presents artistic and creative themes and methods that can be used in visual art education to improve knowledge and understanding of LGBTQ+ issues among youth. The teaching plan should focus on the transformation of societal norms, which creates a safer space to explore the themes, without requiring individuals to be open about their own position in relation to the minority issue discussed. The themes are discussed in relation to the Norwegian concept livsmestring (life skills) that has recently become part of the national curriculum.