McConnell, Christy

Committee Member

Lahman, Maria

Committee Member

Romero, Deborah J.

Committee Member

Stewart, Connie


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


University of Northern Colorado

Type of Resources


Place of Publication

Greeley, (Colo.)


University of Northern Colorado

Date Created



226 pages

Digital Origin

Born digital


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


Degree Name


Local Identifiers


Rights Statement

Copyright is held by the author.