“Just attaching a face”: Engaging local refugee communities in preservice teacher education focused on students with immigrant/refugee backgrounds

Authors

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

ORCID IDs

Stephanie Wessels https://orcid.org/0000-0002-5268-2985

Date of this Version

2023

Citation

TESOL Journal. 2023;00:e782.  

doi:org/10.1002/tesj.782

Comments

This is an open access article under the terms of the Creative Commons Attribution License

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.