Queering the Poster: Disruptive Knowledge at the AACN Diversity Symposium

This article advances theory to practice by describing the application of queer norm-critical pedagogy to a poster given as part of a virtual session at the 2021 American Association of Colleges of Nursing Diversity Symposium. The authors created and facilitated the experience of a queered, conceptu...

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Bibliographic Details
Published in:The Journal of nursing education 2024-04, Vol.63 (4), p.265-267
Main Authors: Dillard-Wright, Jess, Nye, Caitlin M
Format: Article
Language:English
Subjects:
Classrooms
Collaboration
Conferences (Gatherings)
Coronaviruses
COVID-19
Critical Theory
Criticism
Curricula
Educational Practices
Gay and lesbian studies
Heteronormativity
Hidden Curriculum
Inclusion
Learning Problems
Norms
Nursing education
Opportunities
Oppression
Pedagogy
Power
Praxis
Professional development
Racism
Reflexivity
Resource Materials
Social aspects
Statistical Data
Teachers
Teaching
Teaching Methods
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Summary:This article advances theory to practice by describing the application of queer norm-critical pedagogy to a poster given as part of a virtual session at the 2021 American Association of Colleges of Nursing Diversity Symposium. The authors created and facilitated the experience of a queered, conceptual poster, inviting a critical appraisal of both the limits and the possibilities of knowledge sharing and co-creation among nurse educators and nursing scholars. The poster was and remains a multimodal, democratic, space/time-transgressing performance whose reach extended well beyond the Symposium in both time and (virtual) space. Inviting learners into this co-created, ongoing educational activity up-ends the hierarchies of conference participation, breaking the fourth wall. This kind of work also has potential for the classroom. With planning and creativity, nursing educators can use the methods described here to queer their teaching. .
ISSN:0148-4834
1938-2421
DOI:10.3928/01484834-20240130-01