Date of Award

2018

Document Type

Open Access Dissertation

Department

Educational Studies

Sub-Department

College of Education

First Advisor

Allison Anders

Abstract

In this project, the researcher explored the ways that millennial activists articulated the role of emotions in their activisms through artistic means. Specifically, through the production of zines, a format that eschews standardization but often reflect non-dominant positionalities, millennial activists explored their articulations, experiences, and engagement with activism. Informed by arts-based research (ABR) the researcher analyzed data from an emic perspective. Analyzing the experiences of the 14 millennial activists who reflected a heterogeneous group, the researcher represents eight themes: the demands of artistry; building community; distance in families of birth; resistance to oppression; emotion; mental health, self-care, and guilt; the South; and social media. This study makes scholarly contributions to the empirical, theoretical, and methodological spheres of education research, and student activism and is a resource for educational researchers, scholar-activists, and university administrators who work in community with young adult activists. Specifically, implications from the research include among others: changes in support and policy for historically underrepresented students, and campus response to hate-inciting speakers and events on and near college campuses, the incorporation of new technologies in student affairs outreach, new formations of university leadership, and a call for universities to be proactive to support historically underrepresented students.

Rights

© 2018, Stephen Michael Weiser

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