Teaching diversity and social justice can be difficult when working with teacher candidates (TCs) from primarily homogenous areas, with little to no exposure to pluralistic realities. In multicultural classes, TCs often struggle to understand intersections of race, gender, orientation, socioeconomic levels, religion, ability, and citizenship. In this article, an educational studies professor and four undergraduate students discuss their methodological use of Artist/Researcher/Teacher (a/r/tography) to introduce intersectionality to young students in the classroom. The article discusses a/r/tography as a method in teacher education and provides arts-based examples of how intersectionality can be taught in the PK–12 school system.

中文翻译：

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A/R/T-Candidates 通过艺术探索交叉身份

当与来自主要同质领域的教师候选人 (TC) 一起工作时，教学多样性和社会正义可能很困难，几乎没有接触过多元现实。在多元文化课程中，杰出贡献者常常难以理解种族、性别、取向、社会经济水平、宗教、能力和公民身份的交集。在本文中，一位教育研究教授和四名本科生讨论了他们在方法上使用艺术家/研究人员/教师 (a/r/tography) 向课堂上的年轻学生介绍交叉性的方法。本文讨论了作为教师教育方法的 a/r/tography，并提供了基于艺术的示例，说明如何在 PK-12 学校系统中教授交叉性。