Decolonizing Actions to Transform Thought: Pre-service Teachers Explore Performative Artistic Practices
Abstract
This study examines how integrating performative and artistic research into teacher preparation fosters culturally sustaining pedagogy. Through workshops, pre-service and in-service engaged teachers in cultural introspection and challenged systemic oppression in education. Grounded in anti-racist and multicultural frameworks, the research highlights arts integration as a tool for reflexivity, critical praxis, and even teaching. Using arts-based, performative, and post-qualitative methods, the study explores experiential learning’s role in understanding cultural dynamics. Findings indicate that arts integration enhances critical awareness and transformative action, fostering inclusive classrooms where students' identities and lived experiences are honored as central to the learning process.
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