Graffiti Storytelling: A Pedagogical Tool to Promote Cultural Understanding of Palestinians in the Diaspora (Poster 5)

• In Event: AERA Poster Session Nine
  In Poster Session: Learning and Motivation in Social and Cultural Contexts 2

Abstract

Literature on culturally relevant pedagogy has explored the equitable representation of marginalized individuals in U.S. classrooms; however, little research exists around Palestinians in the diaspora. Thus, this visual ethnographic case study extends the use of graffiti (n = 21) and interviews (n = 12) to allude to the cultural capital of Palestinian immigrants and offer a pedagogical tool for practitioners. Using Critical Race theory, the study serves a dual purpose: examine the use of graffiti as a tool to promote cultural understanding; and capture narratives of Palestinian immigrants in the U.S. Findings revealed a rooted connection between families and their homeland, and ways graffiti can elicit dialogue around culture, with directives for future research.

Author

• Mai Zaru, Southern Methodist University
  Presenting Author