Exploring Affective Pedagogy Within the Transnational Art Educator Community

• In Event: AERA Graduate Student Research-in-Progress Roundtable Session 2
  In Roundtable Session: Pedagogy, Multiliteracies, Prosocial Behavior, and Critical Thinking in Arts Education (Table 6)

Abstract

This study explores the impact of arts-based methods on transnational art educators' identities and teaching methods from Taiwan to the United States, the UK, and the Netherlands. It examines how we navigate cultural complexities and empowerment in diverse educational settings. The research utilizes online workshops within a transnational art teacher community to investigate the intersection of emotions, feelings, and knowledge. The theoretical framework encompasses arts-based reflection, affect theory, and transnational feminist theory, underscoring the significance of visualizing experiences and challenging established norms through art. The methodology incorporates art and writing techniques to explore emotional experiences in workshops, intending to contribute to the fields of affective pedagogy and transnational feminist discourse in art education.

Author

• Pin-Hsuan Tseng, Pennsylvania State University