Teacher education and embodiment: Cultural diversity as concept and practice

This study is a qualitative case study of preparing and supporting teachers to work with greater cultural sensitivity and competence in urban settings. Drawing upon recent scholarly work in multicultural teacher education, contemporary perspectives regarding the body and culture in social theory and somatics studies, and the traditional Asian theory and practice of self-cultivation, this study explores educational issues regarding human embodiment in cross-cultural movement practices. A paradigm of embodiment was developed as a result of the study for inquiry of individuals' cross-cultural movement learning experiences. This paradigm of embodiment is an indeterminate methodological-stance in which cross-cultural bodily practices are understood to be an embodied inside-out experience of being-in-the-world.; The inquiry is grounded in phenomenological approaches implemented with qualitative oriented naturalistic research methods. Data were gathered through: (a) participant observations; (b) individual and group interviews; (c) analysis of video and audio tapes which recorded participants' movement experiences and their discussions on their experiences throughout the course of the project; and (d) the use of reflective journals.; Five culturally different movement forms: African-American, Caribbean and Korean dances, Chinese tai chi chuan, and Indian yoga were introduced to teachers and students at two public schools throughout the 1998–99 academic year. Three teachers' cross-cultural movement experiences are the center of inquiry. The investigation seeks to (a) explore the bodily experiences of the individuals participating in cross-cultural movement teaching and learning interactions; and (b) investigate the impact of these experiences on those individuals, particularly in their cultural beliefs and practices.; The experiences of the practicing teachers suggest that cross-cultural movement practices can be an effective instructional approach for teacher education. The practice of cross-cultural movements is an effective tool to (a) break down barriers among individuals and open a door of discussions in which individuals can examine and reflect on their cultural perceptions and beliefs; (b) learn the different cultural ideas, perspectives, values, and beliefs from an inside out perspective which involves one's sensory engagement; (c) achieve mind-body oneness and interconnectedness with the external world; (d) enhance one's understanding the dialectical relationship between oneself and culture; and (e) cultivate an embodied multicultural self that one not only intellectually understands the concept of cultural diversity but also physically appreciates being in a culturally different setting.