Dance as dialog: A metaphor analysis on the development of interculturality through arts and community-based learning with preservice teachers and a local refugee community

Authors

Theresa Catalano, University of Nebraska-LincolnFollow
Uma Ganesan, University of Nebraska-LincolnFollow
Alessia Barbici Wagner, University of Nebraska-LincolnFollow
Jenelle Reeves, University of Nebraska - LincolnFollow
Alison E. Leonard, Clemson UniversityFollow
Stephanie Wessels, University of Nebraska-LincolnFollow

Document Type

Article

Date of this Version

2021

Citation

Published in Teaching and Teacher Education 104 (2021) 103369

doi:10.1016/j.tate.2021.103369

Comments

Copyright /© 2021 Elsevier Ltd. Used by permission.

Abstract

This paper explores the use of arts and community-based (ACB) approaches to intercultural teacher education. Twenty-four preservice teachers and five adult Yazidi refugees/community members participated in this study which involved a two-week arts-based workshop in Fall 2019 at the University of Nebraska-Lincoln. Data for the study included pre- and post-group discussion recordings as well as oral and written reflections one week after the workshop. Using metaphor analysis, the authors examine the way project participants talk about their experiences in the workshop. Findings showed how ACB approaches hold promise as a vehicle for developing interculturality in teacher education.