Abstract
Two Canadians, both researchers, teachers and thesis writers, assume the voice of the other colleague in an arts‐based activity; we write letters that embody the voice of whiteness and the voice of a visible minority. By examining our experiences through arts‐based development strategies, we expand and transform our way of knowing the other and, in the process, enlarge our understanding of cultural self‐identity. We do so in the hopes of dialoguing issues of race and race relations in the field of multicultural education.
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