Mediating Tensions: In Multicultural Teaching, With Self-Study, Through Teachers' Art-Informed Identity

• In Event: Facilitating Responsive and Competent Multicultural Pedagogies Through Self-Study

Abstract

Increasingly, multicultural novice teacher educators bear the responsibility to advance curriculum of liberation through multicultural teaching practices. To better understand those practices and the work of those charged with its implementation, this self-study explores how I identify and respond to tensions (Berry, 2007) as a foreign teacher educator, teaching multicultural education in a predominantly white university in the United States. I find I experienced uncomfortable moments in my teaching as I faced the tension related to planning and perceiving the classroom discussion. I argue while the tension is intense, it can be mediated by taking up my international and art-informed identity to be curriculum resources through which I can promote students’ transformative capacity for critical thinking about multicultural issues.

Author

• Vy Dao, University of Social Sciences and Humanities-Vietnam National University HCM