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.

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.

Creative Commons License

Creative Commons Attribution 4.0 International 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

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Education Commons

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