The objective of this research project is to initiate an interdisciplinary investigation through dance and movement into the contingent nature of knowledge construction/production in diverse schools serving diasporic communities in Toronto. The inquiry focuses on two specific areas of interest: teachers' knowledge of the cultural contexts in which their students live, and students' engagements with and contributions to classroom practices and pedagogies. Utilizing an interdisciplinary, arts-based approach, the study examines existing intercultural epistemological processes and practices engaged with by teachers and learners to consider
- how new forms of hybrid knowledge and intercultural exchange might inform the ongoing development of responsive and inclusive classroom pedagogies, and
- how arts-based inquiry through dance and movement informs student engagement and professional development.