JARDÍN DE ANJELITA UTILIZING ARTS-BASED METHODS TO INFORM INTERCULTURALIZATION IN THE THIRD SPACE
Amanda J. Bucher amandabucher18@gmail.com
start
Dissertation Overview
Research Question 1
What does the induced intercultural classroom look like, feel like, and sound like?
Through various arts-based channels, the auto critic explores the relationship between racial consciousness spanning four multiracial educators, a participant group embodying third space theoretical tensions, and their intercultural curriculum. Findings highlight the promise of transgenerational insights while clarifying authentic proximity, sounds of joy, and spatial and racial collage as fundamental features of the intercultural classroom. Implications of this work could influence the threads that weave “professional development,” conceptions of culturally responsive education, multiracial support and affinity, and curricular integration of cross pollinated language experiences.
Research Question 2
How do four multiracial educators’ journeys of intracultural consciousness inform interculturalization in their educational spheres?
Research Question 3
What is the import of using artistic forms of story sharing to reimagine contexts and cultural relationships across time and space?
Research Question 4
In what ways do arts-based methods address the tension between multicultural absorption and post-colonial discourse of hybridity in the “third space” educational context?
Research Question 5
What is the significance of studying teacher intracultural consciousness and classroom interculturalization for K-12 education spaces in general?
Methodology: Arts-based auto criticism
A synthesized methodological descendent of autoethnography and educational criticism; draws upon autobiography and ethnography, requires both “interpretation and evaluation,” and remains grounded in “analytic categories” surrounding culture, aesthetics, race, etc. (Uhrmacher et al., 2017, pp. 78-79).
+Arts-Based Methods
Table 2: Research Questions, Data Sources, & Data analysis techniques
Anjelita's wisdom & the expansion of consciousness
Ancestor dialogue was meant to be a creative approach to researcher reflexivity; I incorporated as an "artwork artifact" early on and it quickly became so much more. Anjelita's wisdom from these dialogues paired with the ways participants organically floated across time and space in their own intracultural accounts led to the inclusion of research question three.
+Transgenerational Story Stitching
Chapter four: Description & Interpretation
- Description and interpretation “fit hand in glove” (Uhrmacher et al., 2017, p. 41). Interpretation is the act of “accounting for”; under this pretense, critics are tasked with not only “making vivid what they have experienced,” but also contextualizing its meaning (Eisner, 1991, p. 95).
- Transgenerational story stitching or the artistic piecing together of participant transgenerational narrative ultimately served as my vehicle for telling.
Description: Transgenerational Story Stitches
Interpretation: Ancestor Dialogues
Chapter four: transgenerational story stitches
Kay’s Stitch: Fortaleza
Cynthia’s Stitch: 앎 Alm
Amy’s Stitch: ケア Kea
"Underground Seeds of Empathy" depicts the power of complementary curriculum which can be known or unknown, “intentional or unintentional” (Uhrmacher et al., 2017, p. 52). Cynthia and I both knew what it was like to feel displaced; in turn, we inadvertently cultivated empathy, love, and allyship within the educational space: “To know is to empathize. To empathize is to love. To love is to ally.”
Kay’s school is one of “convenient hybridity” which is composed of “readily available multicultural students in a classroom” (Idrus, 2015, p. 29). Ancestor Anjelita imparts: “Like the flowers residing in garden’s gates, your family together in the ranchito’s slight space, Kay’s Newcomers in a classroom adorned with their worldly stories, true knowing; thus empathy, beholds the power of “authentic proximity.”
My dad's story shows us that "brokenness" or trauma echoes across generations, i.e., my grandmother -to- dad -to- me. In juxtaposition, Amy's "wholeness" and healing resulted in true interconnectedness both teacher-to-student and student-to-student. "Intuition tells me that it has taken a lot to get here and she pours into others with, what seems to be, a full cup. So, yes. She is mosaic and this shines in her practice.”
"La puerta"
Through this door, carved by arts-based methods, I greeted ancestors, spiritual awakening, and a more expansive sense of intracultural consciousness. I obtained the knowledge that I am both me and Anjelita as I house her blood, her memories, her trauma, her resilience and, most importantly, her wisdom. This truth makes me feel capable and prepared to carry forth my life’s work and purpose: to disrupt and transform systems that hurt and erase people.
Chapter Five: THEMATICS, EVALUATION, AND IMPLICATIONS
Research question one
What does the induced intercultural classroom look like, feel like, and sound like?
research question two
How do four multiracial educators’ journeys of intracultural consciousness inform interculturalization in their educational spheres?
Research question three
What is the import of using artistic forms of story sharing to reimagine contexts and cultural relationships across time and space?
Research question four
In what ways do arts-based methods address the tension between multicultural absorption and post-colonial discourse of hybridity in the “third space” educational context?
Research Question Five: Implications
Eisner (2002) advanced that “the point of educational criticism is to improve the educational process” (p. 231).
- Changing the Threads
- Growing Cultural Responsiveness
- Multiracial Love
- Cross-Pollinating Language
Limitations: Decolonization & the Return of land
Work must be done across our vast sociopolitical plain as education is a subset of the larger climate. It is my sincere hope that this auto criticism improves conditions for our racially minoritized students while we fight and wait for revolutionary structural overturn.
+Wisdom
Photo by ANDREW CABALLERO-REYNOLDS/AFP via Getty Images
Further Research
- "I bring to the space a lineage laden with pain, resilience, trauma, love, and, if I am willing to listen, healing and subsequent wisdom."
- Transgenerational story stitching- data collection & presentation of my findings. I encourage educational critics to play within criticism’s structure as there are countless aesthetic ways to describe, interpret, and evaluate topics close to our hearts.
- I call on others to continue this work through intentional, thoughtful, and creative channels.
GOOD bye, anjelita
I am in my garden. We are nearing the end of winter; Earth is just beginning to stir from her slumber. My great grandmother materializes once more. We are tired, Anjelita and I.
“So what have you learned?” she whispers, flickering and purple, a flame-like mirage.
Gratitude
Reflections
Language and Technicalities in Proposal. Less can be more (RQ's). Deadlines. Alignment. Don't underestimate Chapter 5!
What I'm up to now!
Still teaching and loving it! Ancestral Trauma & Healing Certification. Two articles in CTD Journal (Coming in October!) "Soul Tools"An Autoethnographic Portrait of a Descendent-Educator- Exploring AI as Consult, Portraitist, and Storyteller ("Soul Tools"- jumping off point to a potential book- send the vibes!)
words of encouragement & Time for Questions!
Setting the Stage
Breathing Life into Theory
- It was important for me to paint a detailed and useful picture in my refusal to let theory live and die on a page secured in the ivory tower.
- Eisner (2002) illustrated “critical rendering” as contingent upon purpose along with the “kinds of maps, models, and theories being used” (p. 220).
- Ed crit's structure= space to imagine. We have never seen a decolonized world; thus, imagination remains crucial to transformative aims.
- Description allows us to see what is there while interpretation, subsequent evaluation, and pointed thematic guidance provide imaginative realms of possibility.
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Transcript
JARDÍN DE ANJELITA UTILIZING ARTS-BASED METHODS TO INFORM INTERCULTURALIZATION IN THE THIRD SPACE
Amanda J. Bucher amandabucher18@gmail.com
start
Dissertation Overview
Research Question 1
What does the induced intercultural classroom look like, feel like, and sound like?
Through various arts-based channels, the auto critic explores the relationship between racial consciousness spanning four multiracial educators, a participant group embodying third space theoretical tensions, and their intercultural curriculum. Findings highlight the promise of transgenerational insights while clarifying authentic proximity, sounds of joy, and spatial and racial collage as fundamental features of the intercultural classroom. Implications of this work could influence the threads that weave “professional development,” conceptions of culturally responsive education, multiracial support and affinity, and curricular integration of cross pollinated language experiences.
Research Question 2
How do four multiracial educators’ journeys of intracultural consciousness inform interculturalization in their educational spheres?
Research Question 3
What is the import of using artistic forms of story sharing to reimagine contexts and cultural relationships across time and space?
Research Question 4
In what ways do arts-based methods address the tension between multicultural absorption and post-colonial discourse of hybridity in the “third space” educational context?
Research Question 5
What is the significance of studying teacher intracultural consciousness and classroom interculturalization for K-12 education spaces in general?
Methodology: Arts-based auto criticism
A synthesized methodological descendent of autoethnography and educational criticism; draws upon autobiography and ethnography, requires both “interpretation and evaluation,” and remains grounded in “analytic categories” surrounding culture, aesthetics, race, etc. (Uhrmacher et al., 2017, pp. 78-79).
+Arts-Based Methods
Table 2: Research Questions, Data Sources, & Data analysis techniques
Anjelita's wisdom & the expansion of consciousness
Ancestor dialogue was meant to be a creative approach to researcher reflexivity; I incorporated as an "artwork artifact" early on and it quickly became so much more. Anjelita's wisdom from these dialogues paired with the ways participants organically floated across time and space in their own intracultural accounts led to the inclusion of research question three.
+Transgenerational Story Stitching
Chapter four: Description & Interpretation
Description: Transgenerational Story Stitches
Interpretation: Ancestor Dialogues
Chapter four: transgenerational story stitches
Kay’s Stitch: Fortaleza
Cynthia’s Stitch: 앎 Alm
Amy’s Stitch: ケア Kea
"Underground Seeds of Empathy" depicts the power of complementary curriculum which can be known or unknown, “intentional or unintentional” (Uhrmacher et al., 2017, p. 52). Cynthia and I both knew what it was like to feel displaced; in turn, we inadvertently cultivated empathy, love, and allyship within the educational space: “To know is to empathize. To empathize is to love. To love is to ally.”
Kay’s school is one of “convenient hybridity” which is composed of “readily available multicultural students in a classroom” (Idrus, 2015, p. 29). Ancestor Anjelita imparts: “Like the flowers residing in garden’s gates, your family together in the ranchito’s slight space, Kay’s Newcomers in a classroom adorned with their worldly stories, true knowing; thus empathy, beholds the power of “authentic proximity.”
My dad's story shows us that "brokenness" or trauma echoes across generations, i.e., my grandmother -to- dad -to- me. In juxtaposition, Amy's "wholeness" and healing resulted in true interconnectedness both teacher-to-student and student-to-student. "Intuition tells me that it has taken a lot to get here and she pours into others with, what seems to be, a full cup. So, yes. She is mosaic and this shines in her practice.”
"La puerta"
Through this door, carved by arts-based methods, I greeted ancestors, spiritual awakening, and a more expansive sense of intracultural consciousness. I obtained the knowledge that I am both me and Anjelita as I house her blood, her memories, her trauma, her resilience and, most importantly, her wisdom. This truth makes me feel capable and prepared to carry forth my life’s work and purpose: to disrupt and transform systems that hurt and erase people.
Chapter Five: THEMATICS, EVALUATION, AND IMPLICATIONS
Research question one
What does the induced intercultural classroom look like, feel like, and sound like?
research question two
How do four multiracial educators’ journeys of intracultural consciousness inform interculturalization in their educational spheres?
Research question three
What is the import of using artistic forms of story sharing to reimagine contexts and cultural relationships across time and space?
Research question four
In what ways do arts-based methods address the tension between multicultural absorption and post-colonial discourse of hybridity in the “third space” educational context?
Research Question Five: Implications
Eisner (2002) advanced that “the point of educational criticism is to improve the educational process” (p. 231).
Limitations: Decolonization & the Return of land
Work must be done across our vast sociopolitical plain as education is a subset of the larger climate. It is my sincere hope that this auto criticism improves conditions for our racially minoritized students while we fight and wait for revolutionary structural overturn.
+Wisdom
Photo by ANDREW CABALLERO-REYNOLDS/AFP via Getty Images
Further Research
GOOD bye, anjelita
I am in my garden. We are nearing the end of winter; Earth is just beginning to stir from her slumber. My great grandmother materializes once more. We are tired, Anjelita and I.
“So what have you learned?” she whispers, flickering and purple, a flame-like mirage.
Gratitude
Reflections
Language and Technicalities in Proposal. Less can be more (RQ's). Deadlines. Alignment. Don't underestimate Chapter 5!
What I'm up to now!
Still teaching and loving it! Ancestral Trauma & Healing Certification. Two articles in CTD Journal (Coming in October!) "Soul Tools"An Autoethnographic Portrait of a Descendent-Educator- Exploring AI as Consult, Portraitist, and Storyteller ("Soul Tools"- jumping off point to a potential book- send the vibes!)
words of encouragement & Time for Questions!
Setting the Stage
Breathing Life into Theory