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.

本文探讨了艺术和基于社区（ACB）的方法在跨文化师范教育中的使用。二十四名职前教师和五名成年Yazidi难民/社区成员参加了这项研究，该研究包括在内布拉斯加州林肯大学于2019年秋季举行的为期两周的基于艺术的研讨会。研究数据包括研讨会后一周的小组讨论前后的录音以及口头和书面思考。使用隐喻分析，作者检查了项目参与者在研讨会上谈论自己的经历的方式。研究结果表明，ACB方法如何将其作为发展教师教育中跨文化性的手段而抱有希望。