Queerly Joyful Experiences of K-12 Educators in Calgary, Alberta, Canada: A Policy Analysis and Arts-Based Research Study

Simple item page
dc.contributor.advisorCallaghan, Tonya
dc.contributor.authorBeech, Sarah
dc.contributor.committeememberDanyluk, Patricia
dc.contributor.committeememberLacerda-Vandenborn, Elisa
dc.date2025-06-10
dc.date.accessioned2025-01-20T21:21:13Z
dc.date.available2025-01-20T21:21:13Z
dc.date.issued2025-01-16
dc.description.abstractWhile much has changed in the last decade in Canada regarding queer inclusion, oppressive hegemonic structures have and continue to perpetuate hetero/trans/allonormativity (the assumption that everyone experiences sexual attraction) and queerphobia in educational settings and the systems that control them. Prior research has lists of suggestions for combatting these systems and structures. Yet, progress is stagnant or even being retracted for queer rights in society and educational contexts. This study looked at how educators and policy created queer inclusion and joy through a lens of optimistic queer theory. The goal of this research was to understand better how queer joy was supported in K-12 schools, what school staff were doing to support queer joy, and why they were choosing to do so. This study looked at the questions: How do queer school staff and self-identified allies see/support queerly joyful practices in some of Calgary's public schools? Why do queer school staff and self-identified allies choose to embrace queer joy? What circumstances allow for fostering queer joy in Calgary public schools? This was captured through policy analysis of nine relevant sexual orientation and gender identity policies that impacted Alberta public school teachers while also drawing upon critical arts-based methodologies to understand better the art of six Calgary educators who upheld queer joy in their work. This research found inconsistencies between the various policies but also indicated the importance of safe spaces, allies, and quality policy to ensure that queer joy could exist in schools in Alberta, Canada.
dc.identifier.citationBeech, S. (2025). Queerly joyful experiences of K-12 educators in Calgary, Alberta, Canada: a policy analysis and arts-based research study (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca.
dc.identifier.urihttps://hdl.handle.net/1880/120543
dc.language.isoen
dc.publisher.facultyGraduate Studies
dc.publisher.institutionUniversity of Calgary
dc.rightsUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.
dc.subjectQueer
dc.subjectJoy
dc.subjectInclusion
dc.subjecthomophobia
dc.subjecttransphobia
dc.subject.classificationEducation--Curriculum and Instruction
dc.subject.classificationEducation--Teacher Training
dc.titleQueerly Joyful Experiences of K-12 Educators in Calgary, Alberta, Canada: A Policy Analysis and Arts-Based Research Study
dc.typedoctoral thesis
thesis.degree.disciplineEducation Graduate Program – Educational Research
thesis.degree.grantorUniversity of Calgary
thesis.degree.nameDoctor of Education (EdD)
ucalgary.thesis.accesssetbystudentI do not require a thesis withhold – my thesis will have open access and can be viewed and downloaded publicly as soon as possible.
Files
Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
ucalgary_2025_beech_sarah.pdf
Size:
11.25 MB
Format:
Adobe Portable Document Format
Download
License bundle
Now showing 1 - 1 of 1
No Thumbnail Available
Name:
license.txt
Size:
2.62 KB
Format:
Item-specific license agreed upon to submission
Description:
Download
Collections
Open Theses and Dissertations