This paper explores the use of arts and community-based (ACB) approaches to intercultural teacher education.
Twenty-four preservice teachers and five adult Yazidi refugees/community members participated in this study which involved a two-week arts-based workshop in Fall 2019 at the University of Nebraska-Lincoln.
Data for the study included pre- and post-group discussion recordings as well as oral and written reflections one week after the workshop.
Using metaphor analysis, the authors examine the way project participants talk about their experiences in the workshop.
Findings showed how ACB approaches hold promise as a vehicle for developing interculturality in teacher education.