Toward a Pedagogy of Transculturality

In this essay, Catherine Park and Glynda A. Hull take an analytical deep dive into a student artifact produced in an undergraduate education course they teach to trace how diverse young people navigate their multiple identities and cultures relationally and are constantly in processes of negotiating these relations. Through this analysis they interrogate notions of culture in asset-based pedagogies that may reinforce static and reductive understandings of cultures in practice and instead adopt transculturality to denote that cultures have always been colored by moments of contact. Park and Hull trace the contact zones students create between their myriad cultural communities and reflect on a pedagogy of transculturality designed to enable students to practice deep and meaningful engagements with the plural cultures that constitute their identities.