
Teaching and Learning Faculty Publications and Presentations
Document Type
Article
Publication Date
9-2024
Abstract
This arts-practice research study explores what happens when preservice high school teachers (aka teacher-learners) and local refugee communities engage in the co-creation of art together via an arts-and community-based project. Grounded in social justice teacher education, the researchers conducted a 2-week workshop in which participants included preservice high school teachers and local Yazidi community members who explored art in a museum together, spent time getting to know each other and their backgrounds, and re-created some of their stories in the form of dance. Findings reveal a variety of ways in which the workshops helped teacher-learners develop interculturality, increase understanding of migration, become more caring educators, and make personal connections that allowed them to disrupt stereotypes. In addition, the study includes the voices of Yazidi community members and what they want teachers to know about working with refugee children.
Recommended Citation
Wessels, S., Catalano, T., Reeves, J., Leonard, A. E., Ganesan, U., Barbici‐Wagner, A., & Gallardo, C. (2024). “Just attaching a face”: Engaging local refugee communities in preservice teacher education focused on students with immigrant/refugee backgrounds. TESOL Journal, 15(3), e782. https://doi.org/10.1002/tesj.782
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.
Publication Title
TESOL Journal
DOI
https://doi.org/10.1002/tesj.782
Comments
© 2023 The Authors. TESOL Journal published by Wiley Periodicals LLC on behalf of TESOL International Association.
This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.