Publication Cover
Studies in Art Education
A Journal of Issues and Research
Volume 65, 2024 - Issue 2
18
Views
0
CrossRef citations to date
0
Altmetric
Articles

The Promise and Peril of Trans Men’s Online DIY Community Spaces

Pages 128-144 | Received 01 Apr 2023, Accepted 16 Jan 2024, Published online: 11 Jul 2024

References

  • American Civil Liberties Union. (2023). Mapping attacks on LGBTQ rights in U.S. state legislatures. Retrieved March 31, 2023, from https://www.aclu.org/legislative-attacks-on-lgbtq-rights-2023
  • Besanvalle, J. (2017, July 15). Teacher snubs trans teen’s art project but what happens next is amazing. Gay Star News. https://web.archive.org/web/20220524164711/https://www.gaystarnews.com/article/teacher-snubs-trans-teens-art-project-happens-next-amazing-jasper-behrends/#gs.0bw3t9Y
  • Björk, H. (2021). Post-internet Verfremdung. In K. Tavin, G. Kolb, & J. Tervo (Eds.), Post-digital, post-internet art and education: The future is all-over (pp. 285–298). Palgrave Macmillan. https://doi.org/10.1007/978-3-030-73770-2
  • boyd, d. (2008). Why youth (heart) social network sites: The role of networked publics in teenage social life. In D. Buckingham (Ed.), Youth, identity, and digital media (pp. 119–142). MIT Press.
  • boyd, d. m., & Ellison, N. B. (2007). Social network sites: Definition, history, and scholarship. Journal of Computer-Mediated Communication, 13(1), 210–230. https://doi.org/10.1111/j.1083-6101.2007.00393.x
  • Buffington, M. L. (2008). Creating and consuming Web 2.0 in art education. Computers in the Schools, 25(3–4), 303–313. https://doi.org/10.1080/07380560802365898
  • Butler, J. (1990). Gender trouble: Feminism and the subversion of identity. Routledge.
  • Butler, J. (2005). Giving an account of oneself. Fordham University Press.
  • Butler, J. (2009). Frames of war: When is life grievable? Verso.
  • Butler, J. (2015). Notes toward a performative theory of assembly. Harvard University Press. https://doi.org/10.4159/9780674495548
  • Carpenter, B. S., II, & Taylor, P. G. (2003). Racing thoughts: Altering our ways of knowing and being in art through computer hypertext. Studies in Art Education, 45(1), 40–55. https://doi.org/10.1080/00393541.2003.11651755
  • Castro, J. C. (2012). Learning and teaching art through social media. Studies in Art Education, 53(2), 152–169. https://doi.org/10.1080/00393541.2012.11518859
  • Castro, J. C. (2015). Visualizing the collective learner through decentralized networks. International Journal of Education & the Arts, 16(4). http://www.ijea.org/v16n4
  • Cook-Daniels, L. (2015, July 23). Trans men experience far more violence than most people assume. Advocate. https://www.advocate.com/commentary/2015/07/23/op-ed-trans-men-experience-far-more-violence-most-people-assume
  • Dabbagh, N., & Kitsantas, A. (2012). Personal learning environments, social media, and self-regulated learning: A natural formula for connecting formal and informal learning. The Internet and Higher Education, 15(1), 3–8. https://doi.org/10.1016/j.iheduc.2011.06.002
  • Dame, A. (2013). “I’m your hero? Like me?”: The role of “expert” in the trans male vlog. Journal of Language and Sexuality, 2(1), 40–69. https://doi.org/10.1075/jls.2.1.02dam
  • Denzin, N. K. (2006). Analytic autoethnography, or déjá vu all over again. Journal of Contemporary Ethnography, 35(4), 419–428. https://doi.org/10.1177/0891241606286985
  • Denzin, N. K. (2018). The qualitative manifesto: A call to arms. Routledge. https://doi.org/10.4324/9780429449987
  • Denzin, N. K., & Giardina, M. D. (Eds.). (2015). Qualitative inquiry and the politics of research. Left Coast Press.
  • Duncum, P. (2013). Creativity as conversation in the interactive audience culture of YouTube. Visual Inquiry, 2(2), 115–125. https://doi.org/10.1386/vi.2.2.115_1
  • Duncum, P. (2015a). A journey toward an art education for wired youth. Studies in Art Education, 56(4), 295–306. https://doi.org/10.1080/00393541.2015.11518972
  • Duncum, P. (2015b). Digital networking as a creative resource and platform. Visual Arts Research, 41(2), 43–53. https://doi.org/10.5406/visuartsrese.41.2.0043
  • Eckstein, A. J. (2016). Documenting transition, transforming gender: The worldmaking work of trans men on YouTube (Publication No. 10162858) [Master’s thesis, University of Colorado Boulder]. CU Scholar University Libraries. https://scholar.colorado.edu/concern/graduate_thesis_or_dissertations/5t34sj815
  • Ellis, C. (2004). The ethnographic I: A methodological novel about autoethnography. AltaMira Press.
  • Ellis, C., Adams, T. E., & Bochner, A. P. (2011). Autoethnography: An overview. Forum Qualitative Sozialforschung [Forum: Qualitative Social Research], 12(1). https://www.qualitative-research.net/index.php/fqs/article/view/1589/3095
  • Griffin-Gracy, M. M., & McDonald, C. (with Meronek, T.). (2017). Cautious living: Black trans women and the politics of documentation. In Tourmaline, E. A. Stanley, & J. Burton (Eds.), Trap door: Trans cultural production and the politics of visibility (pp. 23–37). MIT Press.
  • Grünwald, J. G. (2021). Embracing doubt: Teaching in a post-digital age. In K. Tavin, G. Kolb, & J. Tervo (Eds.), Post-digital, post-internet art and education. The future is all-over (pp. 257–267). Palgrave Macmillan. https://doi.org/10.1007/978-3-030-73770-2
  • Hamilton, I. A. (2018, June 6). This LGBT vlogger is furious with YouTube for restricting his videos, stripping them of revenue, and targeting them with “anti-gay” ads. Business Insider. https://www.businessinsider.com/youtube-chase-ross-furious-about-restrictions-and-anti-gay-adverts-2018-6
  • Harding, A., & Engelbrecht, J. (2015). Personal learning network clusters: A comparison between mathematics and computer science students. Educational Technology & Society, 18(3), 173–184. http://www.jstor.org/stable/jeductechsoci.18.3.173
  • Harris, A. (2022a, October 23). I wish what happened was that simple. When the article came out, site was being slammed by new login requests [Facebook comment]. Facebook. https://tinyurl.com/mrytm8jy
  • Harris, A. (2022b, October 23). I know, which is why the influx of hundreds of requests, specifically, from White supremacist groups required a shutdown [Facebook comment]. Facebook. https://tinyurl.com/2p92xc2v
  • Horak, L. (2014). Trans on YouTube: Intimacy, visibility, temporality. TSQ: Transgender Studies Quarterly, 1(4), 572–585. https://doi.org/10.1215/23289252-2815255
  • Jacob, S. (2015, August 19). The great youth social-media migration. Campaign Asia-Pacific. http://www.campaignasia.com/article/the-great-youth-social-media-migration/400994
  • Jenkins, K. (2016a, March 17–19). That’s what I meme: Social media artivism. In D. Pylypiw, T. Wang, K. Moeller, & G.-M. Yang (Chairs), Art education technology smackdown 2016 [Conference session]. National Art Education Association Convention.
  • Jenkins, K. (2016b, March 17–19). Trans*ing social media: Artivist education. In C. Liao, R. Patton, & A. Knochel (Chairs), Art education technology and social theory in art education: Connecting special interests [Panel discussion]. National Art Education Association Convention.
  • Jenkins, K. (2016c, November 10–13). We come in pee-ce: Social media transgender artivism in the bathroom debate. In S. Ishii (Chair), Blood and selfies. Trans and triangles: Art as a method for the decolonization of bodies [Panel discussion]. National Women’s Studies Association Conference.
  • Jenkins, K. (2017, July 18). I am going to put this right here and make it public so it can be shared. This is what [Status update]. Facebook. https://tinyurl.com/4pjuxaw5
  • Jenkins, K. (2018). Jumping the gun: Uncritical trans ally artivism post-HB2. Visual Culture & Gender, 13, 45–53. http://vcg.emitto.net/index.php/vcg/article/view/116
  • Jenkins, K. (2020). Cissexism and precarity perform trans subjectivities. Journal of Social Theory in Art Education, 40, 64–70. https://scholarscompass.vcu.edu/jstae/vol40/iss1/6
  • Jones, B. L. (2015). Collective learning resources: Connecting social-learning practices in deviantART to art education. Studies in Art Education, 56(4), 341–354. https://doi.org/10.1080/00393541.2015.11518975
  • Keiles, J. L. (2022, May 10). How Ben got his penis. The New York Times. https://www.nytimes.com/2022/05/10/magazine/phalloplasty.html
  • Kushins, J. (2017). #MobilePhotoNow: Two art worlds, one hashtag. Journal of Social Theory in Art Education, 37, 94–101. https://scholarscompass.vcu.edu/jstae/vol37/iss1/10
  • Lewis, L. L. (2015). Digital photography, social media, art museums, and learning (Publication No. 3730648) [Doctoral dissertation, The Pennsylvania State University]. PennState University Libraries. https://etda.libraries.psu.edu/catalog/26527
  • Liao, C. L. (2008). Avatars, Second Life, and new media art: The challenge for contemporary art education. Art Education, 61(2), 87–91. https://doi.org/10.1080/00043125.2008.11651148
  • Manca, S., & Ranieri, M. (2016). Is Facebook still a suitable technology-enhanced learning environment? An updated critical review of the literature from 2012 to 2015. Journal of Computer Assisted Learning, 32(6), 503–528. https://doi.org/10.1111/jcal.12154
  • Newport, C. (2016, November 19). Quit social media. Your career may depend on it. The New York Times. https://www.nytimes.com/2016/11/20/jobs/quit-social-media-your-career-may-depend-on-it.html
  • Patton, R. M., & Knochel, A. D. (2017). Meaningful makers: Stuff, sharing, and connection in STEAM curriculum. Art Education, 70(1), 36–43. https://doi.org/10.1080/00043125.2017.1247571
  • Payne, E. C., & Smith, M. J. (2018). Refusing relevance: School administrator resistance to offering professional development addressing LGBTQ issues in schools. Educational Administration Quarterly, 54(2), 183–215. https://doi.org/10.1177/0013161X17723426
  • Pérez Miles, A., & Jenkins, K. (2017). (Re)born digital—trans-affirming research, curriculum, and pedagogy: An interactive multimodal story using Twine. Visual Arts Research, 43(1), 43–49. https://doi.org/10.5406/visuartsrese.43.1.0043
  • Reed, P. (2013). Hashtags and retweets: Using Twitter to aid community, communications and casual (informal) learning. Research in Learning Technology, 21. https://doi.org/10.3402/rlt.v21i0.19692
  • Rhoades, M. (2012a). Disrupting discourses digitally for LGBTQ rights. Journal of Cultural Research in Art Education, 29(1), 47–64. https://doi.org/10.2458/jcrae.4965
  • Rhoades, M. (2012b). LGBTQ youth + video artivism: Arts-based critical civic praxis. Studies in Art Education, 53(4), 317–329. https://doi.org/10.1080/00393541.2012.11518872
  • Richardson, L., & St. Pierre, E. A. (2005). Writing: A method of inquiry. In N. K. Denzin & Y. S. Lincoln (Eds.), The SAGE handbook of qualitative research (3rd ed., pp. 959–978). SAGE.
  • Rodriguez, J. A. (2023). LGBTQ incorporated: YouTube and the management of diversity. Journal of Homosexuality, 70(9), 1807–1828. https://doi.org/10.1080/00918369.2022.2042664
  • Ross, C. (2018, May 28). My channel is going to be deleted… [Video]. YouTube. https://youtu.be/6LnYJi_64a0
  • Sandler, R. (2019, August 14). LGBTQ creators sue YouTube for alleged discrimination. Forbes. https://www.forbes.com/sites/rachelsandler/2019/08/14/lgbtq-creators-sue-youtube-for-alleged-discrimination/?sh=38c1eb49788e
  • Schmidt, H. (2021). What is the Poor Image rich in? In K. Tavin, G. Kolb, & J. Tervo (Eds.), Post-digital, post-internet art and education: The future is all-over (pp. 203–221). Palgrave Macmillan. https://doi.org/10.1007/978-3-030-73770-2
  • Spry, T. (2001). Performing autoethnography: An embodied methodological praxis. Qualitative Inquiry, 7(6), 706–732. https://doi.org/10.1177/107780040100700605
  • Spry, T. (2011). Performative autoethnography: Critical embodiments and possibilities. In N. K. Denzin & Y. S. Lincoln (Eds.), The SAGE handbook of qualitative research (4th ed., pp. 497–511). SAGE.
  • Stokrocki, M., & Andrews, S. S. (2010). Empowering the disenfranchised: Explorations in building sites and futures in Second Life. In R. W. Sweeny (Ed.), Inter/actions, inter/sections: Art education in a digital visual culture (pp. 197–209). National Art Education Association.
  • Sweeny, R. W. (2009). There’s no “I” in YouTube: Social media, networked identity and art education. International Journal of Education Through Art, 5(2), 201–212. https://doi.org/10.1386/eta.5.2and3.201/1
  • Sweeny, R. W. (Ed.). (2010). Inter/actions, inter/sections: Art education in a digital visual culture. National Art Education Association.
  • Sweeny, R. W. (2023). Digital and postdigital media practices in art education [Studies in Art Education call for submissions]. Studies in Art Education, 64(4), 401–405. https://doi.org/10.1080/00393541.2023.2273706
  • Taylor, P. G., Ballengee-Morris, C., & Carpenter, B. S., II. (2010). Digital visual culture, social networking, and virtual worlds: Second Life and art education. In R. W. Sweeny (Ed.), Inter/actions, inter/sections: Art education in a digital visual culture (pp. 210–218). National Art Education Association.
  • Tourmaline, Stanley, E. A., & Burton, J. (Eds.). (2017). Trap door: Trans cultural production and the politics of visibility. MIT Press.
  • Watts, A. (2015, January 3). A teenager’s view on social media. Backchannel. https://www.wired.com/2015/01/a-teenagers-view-on-social-media

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.