Transforming Our Praxis Through Cross-Cultural Perspectives in Pedagogy

Abstract

In this chapter, we analyze and reflect on how our cultural identities and educational experiences as international students who pursued a doctoral degree in the United States affected and influenced our teaching philosophy and praxis as professors and educators. In this sense, we examine how our cultural identities and experiences help us define and shape our teaching praxis in the contexts in which we teach. We both are professors of color – Latino and Latino-Japanese – who graduated from doctoral programs in the United States. Currently, we work and serve culturally and linguistically diverse students, including first-generation students, in public higher education settings in Chile and the United States. We used a collection of narratives to delve into the significance of these events in our praxis. As theoretical lenses, we analyze these narratives using cultural identity and the reflecting teacher to examine our practices and identities as educators. We both conclude that our reflections, experiences, and cultural identities have been instrumental in the process of developing a professional identity that guides our teaching praxis in ways that are critical and social justice oriented.

Citation

Flanagan-Bórquez, A. and Colegrove, K.S.-S. (2023), "Transforming Our Praxis Through Cross-Cultural Perspectives in Pedagogy", Chan, E. and Ross, V. (Ed.) Smudging Composition Lines of Identity and Teacher Knowledge (Advances in Research on Teaching, Vol. 46), Emerald Publishing Limited, Leeds, pp. 27-50. https://doi.org/10.1108/S1479-368720230000046003