Educational intimacy: Learning, prefiguration, and relationships in an LGBTQ+ youth group’s advocacy efforts

Abstract

ABSTRACT Background Using a conceptualization of learning as the act of organizing possible futures, I examine prefigurative relationship-building processes. Youth organizing research has shown that relational and political development are outcomes of participation, but offers limited examples of how these developments co-occur in discourse. Methods I research alongside Chroma, an LGBTQ+-themed community-based youth group whose members offer training to teachers and others about working with LGBTQ+ youth. Drawing on critical ethnography and discourse analysis, I engage the question: What was the character of the social relations Chroma youth organized together as they worked to advance their educational advocacy projects? Findings I develop a notion of educational intimacy, which describes relationships that allow for inclusive and productive engagement in advocacy and learning while also mirroring desired future social configurations. I ground my development of educational intimacy in audio data from Chroma meetings, workdays, and trainings. Contribution I situate educational intimacy in queer theoretic perspectives and existing learning sciences research. I conclude with some open questions about educational intimacy and learning in collective action projects. Educational intimacy offers a way of talking about how relational and political developments co-occur as learning processes in social movement spaces.