Queering the Poster: Disruptive Knowledge at the AACN Diversity Symposium

Area of Science:

• Nursing Education
• Pedagogy
• Diversity and Inclusion

Background:

• This article details the application of queer norm-critical pedagogy within a virtual nursing education setting.
• It addresses the need for inclusive and critical approaches in academic knowledge sharing.

Purpose of the Study:

• To describe the application of queer norm-critical pedagogy to a conceptual poster.
• To explore the potential for knowledge sharing and co-creation among nurse educators and scholars.
• To challenge traditional hierarchies in academic conferences and educational settings.

Main Methods:

• A conceptual poster was designed and facilitated as a virtual experience.
• Queer norm-critical pedagogy was employed to encourage critical appraisal of knowledge sharing.
• The poster served as a multimodal, democratic platform for interaction.

Main Results:

• The queered poster facilitated a unique form of knowledge sharing and co-creation.
• The virtual format extended the reach of the educational activity beyond the initial symposium.
• Learner engagement in this co-created activity disrupted traditional conference participation dynamics.

Conclusions:

• The application of queer norm-critical pedagogy in a virtual poster session was successful.
• This approach has significant potential for transforming nursing education and fostering inclusive learning environments.
• Nursing educators can adapt these methods to "queer" their teaching practices.