ORCID
- Devon Tipping: 0009-0004-4420-9022
Document Type
Article
Abstract
Historically climate discussions have been influenced by dominant discourses that frequently overlook intersectional perspectives. To address this, this article explores how participatory illustration, as a process for listening, reflecting, and co-creating meaning, can enable individuals to consider alternative perspectives on climate discussions in inclusive and transformative ways. As a form of artistic research, illustration moves beyond visual representation to prioritise community-driven strategies for fostering climate solutions and amplifying marginalised voices. This research, formed of five participatory illustration-led workshops with LGBTQ+ individuals in the South-west of England, sought to explore how participatory illustration can foster inclusive climate discussions. Drawing upon transformative learning theory and relating this to identity, the workshops helped create spaces where differing experiences and histories intersect to be looked upon anew. Within the contexts of ecological crises, illustration can invite queer identities into climate discussions, to expand climate discussions with and beyond LGBTQ+ communities.
DOI Link
Publication Date
2026-10-13
Publication Title
Video Journal of Education and Pedagogy
Acceptance Date
2026-09-13
Deposit Date
2026-10-16
Keywords
Illustration, participatory research methods, climate crisis, visual modes, transformative learning theory, LGBTQ+
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
First Page
1
Last Page
23
Recommended Citation
Tipping, D. (2026) 'Considering Participatory Illustration for LGBTQ+ Inclusion in Climate Discussions: Transformative Learning Theory and Identity', Video Journal of Education and Pedagogy, , pp. 1-23. Available at: 10.1163/23644583-bja10088
