Data were gathered by completing semi-structured interviews with 14 youth and five educators across the school sites, observing and participating in GSA meetings, collecting semi-structured diaries from 13 youth, and analyzing club-related visual materials - all of which were made sense of by employing queer and trans-informed theoretical perspectives. To generate knowledge on the particularities of the four GSAs (Patton, 2002), a multi-sited case study approach was undertaken (Patton, 2002 Stake, 2005). Queer theory, as elaborated by Foucault (1978), Sedgwick (1990/2008), Butler (1990, 1993a/b/c), Warner (1991), and Britzman (1995), provides a foundation for critiquing the heteronormative underpinnings of schooling, and the trans-informed insights of Namaste (2000), Stryker (2006), Serano (2007/2016, 2013), Malatino (2015), and Connell (2009) offers a lens to scrutinize cisnormative infrastructure, pedagogy, and practice as they pertain to the role and educative function of GSAs in selected Ontario schools. This study provides an in-depth examination of the educative and activist function of GSAs in two public secular and two public Catholic Ontario secondary schools.
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