Advisor

McConnell, Christy

Committee Member

Lahman, Maria

Committee Member

Romero, Deborah J.

Committee Member

Stewart, Connie

Department

College of Education and Behaviors Sciences; School of Teacher Education, Educational Studies

Institution

University of Northern Colorado

Type of Resources

Text

Place of Publication

Greeley, (Colo.)

Publisher

University of Northern Colorado

Date Created

5-2023

Extent

226 pages

Digital Origin

Born digital

Abstract

The purpose of this study was to clarify characteristics of the intercultural classroom across three K-12 public-school sites. The relationship between intracultural conscientização and intercultural curriculum among multiracial educators was of particular interest to this study. Auto criticism methodology that housed arts-based methods was utilized in order to address the theoretical tension between multicultural absorption and post-colonial discourse of hybridity as it manifests in curriculum and ensuing classroom interaction operating as the third space. In this arts-based auto criticism, I explored the relationship between intracultural conscientização among four multiracial educators having one white parent and one parent of color and an induced intercultural curriculum. This unique participant group personifies the complexity of Homi Bhabha’s racial and cultural third space. Through incorporation of cultural collaging, collaborative graffiti mapping, and ancestor dialogue, I regarded artistic forms of story sharing to reimagine contexts and relationships across time and space. In addition, I considered the implications of studying both educator intracultural conscientização and curricular interculturalization for K-12 spaces in a more general sense. Findings from this study clarified authentic proximity, sounds of joy, and spatial and racial collage as fundamental features of the intercultural classroom. Further, findings illustrated the emergence of conscientização along with the utility of transgenerational insights as they specifically relate to the field of education. To conclude, I articulated thematic depictions of both absorption and resistance in tandem with functions and forms of language, belonging, and shame. 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.

Degree type

EdD

Degree Name

Doctoral

Local Identifiers

Bucher_unco_0161D_11122.pdf

Rights Statement

Copyright is held by the author.

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