Teacher Education and Embodiment

Drawing upon scholarly work in multicultural teacher
education, contemporary social theory and somatics
studies about the body, culture, and knowledge, and
the Asian theory and practice of self-cultivation,
this study explores the use of ethnic movement
practices as a tool to enhance teachers
understanding and appreciation of cultural diversity.
Three in-service teachers journeys of participating
in five culturally different movement forms: African
American, Caribbean and Korean dances, Chinese tai
chi chuan, and Indian yoga were the center of
inquiry. The findings indicate that cross-cultural
movement practices can be an effective tool to break
down barriers among individuals and open a door of
discussions on cultural perceptions and beliefs;
engage individuals in movement experiences that
involve sensory engagement; provide individuals with
an opportunity of experiencing the rediscovery of
body-mind unity; enhance individuals understanding of
the dialectical relationship between self and
culture; and cultivate a multicultural self so that
individuals not only intellectually understand
cultural diversity but also physically appreciate
being in a culturally different setting.

Autorentext

Kam Chi Chan was born in Hong Kong and taught in a secondaryschool there for several years. She earned a doctoral degree atThe Ohio State University. Currently, she is Associate Professorof Education at Purdue University North Central in the UnitedStates. Her teaching and research focus on multiculturaleducation and social studies pedagogy.

Klappentext

Drawing upon scholarly work in multicultural teachereducation, contemporary social theory and somaticsstudies about the body, culture, and knowledge, andthe Asian theory and practice of self-cultivation,this study explores the use of ethnic movementpractices as a tool to enhance teachers'understanding and appreciation of cultural diversity.Three in-service teachers' journeys of participatingin five culturally different movement forms: AfricanAmerican, Caribbean and Korean dances, Chinese taichi chuan, and Indian yoga were the center ofinquiry. The findings indicate that cross-culturalmovement practices can be an effective tool to breakdown barriers among individuals and open a door ofdiscussions on cultural perceptions and beliefs;engage individuals in movement experiences thatinvolve sensory engagement; provide individuals withan opportunity of experiencing the rediscovery ofbody-mind unity; enhance individuals understanding ofthe dialectical relationship between self andculture; and cultivate a multicultural self so thatindividuals not only intellectually understandcultural diversity but also physically appreciatebeing in a culturally different setting.