"Who do you see? : A study on visualizing cultural identity"

This thesis explores the concept of cultural identity through the lens of bodymapping, a creative method that allows individuals to visually represent they're multifaceted identities. It challenges the conventional notion that cultural background is the sole determinant of one's identity advocating instead for a buffet of inherited, historical, economic, and personal experience that collectively shape an individual's cultural identity. By conducting a workshop where participants created body maps to express their cultural identities, this study aims to reveal the complex interplay of personal and collective experiences in identity formation. The theoretical framework is grounded in the ideas of Stuart Hall, who emphasizes that cultural identity is not static but rather a dynamic process influenced by historical and cultural contexts. Holes insights on representation are complemented by the phenomenological approach, which focuses on understanding individuals lived experiences and subjective interpretations. The study employed qualitative methods to analyze participants reflections on their body maps, revealing how the process fell facilitated deeper self-awareness and cultural understanding. The findings indicate that body mapping serves as an effective tool for exploring and expressing cultural identity, with participants reporting a range of emotions from empowerment to vulnerability. The results suggest that this method can be integrated into art education to enhance students’ self-exploration and cultural representation. However, considerations regarding the potential challenges, such as body image issues and the need for inclusive practices, are essential for implementing bodymapping in educational settings. Ultimately, this research contributes to the fields of cultural identity and art pedagogy by demonstrating how creative practices like bodymapping can foster self-reflection and a deeper understanding of one's cultural heritage, paving the way for future explorations into inclusive educational mythologies.