Abstract
Reflecting on lived experiences as art learners in South Korea and professional practices in the United States as art educators, the authors draw from Derrida’s (1994) “hauntology” and present how their transnational experiences continue to conjure up and affect the everyday lives of Asian women junior faculty today in the US through duoethnographic approaches. Posing the question “how might personal lived experiences of an educator foster art pedagogy and research?” and interviewing each other on aesthetics, education, and identity, this article seeks to: 1) inform others about how Korean art educators navigate matters of transnational education experience and colonization and in their professional practice, 2) explore the effects of “transformative learning” (Mezirow, 1991), and 3) to discuss the possibilities of a better future, particularly for more of an inclusive classroom in educational spaces and the importance of mutual support from the peers and students in the field of art education.
Included in
Art and Design Commons, Art Education Commons, Art Practice Commons, Bilingual, Multilingual, and Multicultural Education Commons, Higher Education Commons
