II Jornadas “Investigar con los jóvenes: ¿Qué sabemos de los jóvenes como productores de cultura visual?”

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Browsing II Jornadas “Investigar con los jóvenes: ¿Qué sabemos de los jóvenes como productores de cultura visual?” by Subject "Affective, sexual and gender diversity"

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    Primeras reflexiones y conjeturas sobre la relación de l@s jóvenes no heterosexuales con la cultura visual y su papel como productor@s: el caso de GaPablo
    (Pamiela - Edarte, 2012) Calvelhe Panizo, Lander; Psicología y Pedagogía; Psikologia eta Pedagogia
    This article is a first contribution from the Ph.D. project “Young People as Visual Culture Producers Among Affective, Sexual and Gender Diversity: Saviors, Experiences and Identity Politics”. The main aim of the research is to explore how young people, who are questioning heteronormativity (Warner, 1991) by their sexual orientation and/or gender identity, are consuming and producing Visual Culture (Dikovitskaya, 2005; Hernández, 2004) and which roles this activities are playing in coping with their everyday lives, particularly in school. In this framework, the following pages provide a significant group of abductions (Sebeok & y Umiker-Sebeok, 1987) gathered up a long a pilot experience of collaboration with GaPablo –nick name–, a 16 years old teenager self-identified as gay. After having launched a social club for LGTB teenagers and friends last October 2011 in the Youth Center of Pamplona (rainbowtaldea.blogspot.com), Internet interaction with him started and eventually an interview was set up. This first meeting drawed out valuable issues on GaPablo’s family views on homosexuality, the importance of his blog/vlog and some insights of what Lady Gaga means to him. He agreed with the key ideas of this article concerning him and also to meet again for a second part of this in-depth and creative interview (Douglas, 1985). From a constructivist standpoint (Guba & Lincoln, 1994) and very close to post-structural feminism (Haraway, 1995; hooks, 2003), this research project aims to become useful to school professionals and other learning communities alike. Therefore, this article concludes with three suggestions to develop a Cultural Pedagogy (Steingberg, 2011) which would acknowledge affective, sexual and gender diversity: adjudging which and how sexuality and gender are been taught in schools mostly by the hidden curriculum, opening school culture to this diversities which students already know about probably by the media, and addressing from a critical perspective the LGTB people represented in mainstream culture by focusing on how students are challenging these stereotypes. This Ph.D. project is possible thanks to a scholarship and its relationship with the research project “Youth as Visual Culture Producers: Artistic Skills and Savoir in Secondary Education” (EDU2009-13712) financed by the Spanish Innovation and Science Ministry.