Abstract
In this article, a veteran K-12 art educator shares the experience of relocating to teach internationally for the first time. The stark differences from previous experience created opportunities for reflection, and thus the melding of professional and personal identity in the international teaching community are explored in brief narratives as an autoethnographic study. Highlighted is the difference in the drive to understand another person/people, as opposed to the efforts to know a lot about another person/people.
Keywords: international teaching, autoethnographic study, personal identity, professional identity, chàbuduō, yàomiànzi, knowing, understanding
How to Cite:
Barbee, A. E., (2018) “To Know or to Understand One Another: Developing New Identities Through International Teaching”, Journal of Cultural Research in Art Education 35(1), 212-225. doi: https://doi.org/10.2458/jcrae.4875
Downloads:
Download PDF
View PDF