This project successfully enabled participants to gain a deeper understanding of who they are in their culture (as is evident through their narratives and performances), but more importantly it offered participants an opportunity to learn more about one another’s cultural identity. In a post-performance group discussion, Carol said, “I think that the performances really helped understand people better rather than just the self-portraits…So I think the performances really did solidify what they were trying to say” (personal communication, December 4, 2012). Similarly, another participant, Jade, shared, “…even when you talk to people you never get stories that are true to who they are. And it’s kind of relatable even though it’s not the exact same thing but it’s more like I do certain things with my grandparents and my family that are probably specific to us” (personal communication, December 4, 2012). These thoughts demonstrate that through storytelling and performance, participants have shared lived experiences and now have greater empathy toward the lives of others (Greene, 1995). In this respect, these experiences translate into more inclusive, democratic pedagogy as these educators realize the importance of open classroom environments that engage and welcome conversations of difference and acceptance.
The work of Maxine Greene (1995) and her discussion of transformation provides another language and perspective with which to interpret this data. Greene (1995) states, “The beholder, the percipient, the learner must approach from the vantage point of her or his lived situation, that is, in accord with a distinctive point of view and interest” (p. 31). The open-ended curriculum enabled students to respond from varying points of their “lived situation.” While some students were comfortable with and connected to their cultural identity, others were still sifting through what culture meant to them and how/if it influences their life. Providing a space where both voices could be heard was empowering and helped students participate in a discussion of culture from multiple points of view.