Dance as dialog: A metaphor analysis on the development of interculturality through arts and community-based learning with preservice teachers and a local refugee community

This paper explores the use of arts and community-based (ACB) approaches to intercultural teacher education. Twenty-four preservice teachers and five adult Yazidi refugees/community members participated in this study which involved a two-week arts-based workshop in Fall 2019 at the University of Nebraska-Lincoln. Data for the study included pre- and post-group discussion recordings as well as oral and written reflections one week after the workshop. Using metaphor analysis, the authors examine the way project participants talk about their experiences in the workshop. Findings showed how ACB approaches hold promise as a vehicle for developing interculturality in teacher education. •Arts and community-based (ACB) approach to intercultural teacher education.•Preservice teachers and Yazidi refugees engaged in an arts-based intervention.•Co-creation and performance of dance stories based on immigration experiences.•Metaphor analysis reveals ways in which ACB aids in developing interculturality.