Chan, K: 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.