Abstract
Between November 2016 and November 2017, a group of creative scholars, international, and domestic graduate students gathered to explore topics related to immigration and Indigenous culture through artistic practices. The goal was to construct scenes that would be put together to build a play. The scenes were shaped in different ways, through poetry, music, literature, movement/dance, and drama. In this way, playbuilding became our methodology. Through semiotic, social, and critical authorship practices the actors engaged in a dynamic and participatory drama. Schools and classrooms might consider using an artistic, embodied pedagogy, such as the artistic pedagogy of the migrant soul explored in this paper, to engage elementary and secondary students in active, thoughtful approaches to understand diverse and critical issues, including forced migration, marginalization, truth and reconciliation, and co-existence.
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