Abstract
AbstractThis arts‐practice research study explores what happens when preservice high school teachers (aka teacher‐learners) and local refugee communities engage in the co‐creation of art together via an arts‐and community‐based project. Grounded in social justice teacher education, the researchers conducted a 2‐week workshop in which participants included preservice high school teachers and local Yazidi community members who explored art in a museum together, spent time getting to know each other and their backgrounds, and re‐created some of their stories in the form of dance. Findings reveal a variety of ways in which the workshops helped teacher‐learners develop interculturality, increase understanding of migration, become more caring educators, and make personal connections that allowed them to disrupt stereotypes. In addition, the study includes the voices of Yazidi community members and what they want teachers to know about working with refugee children.
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