Meng-Jung Yang

Exploring Parents’ Habitus and Social Trajectories in the Contexts of Taiwanese and U.S. Cultures

Meng-Jung Yang – School of Art, California State University, USA

Abstract:

This study investigates how the habitus of Taiwanese and U.S. parents shapes their views on art’s role in child development, offering insights for educators and researchers striving to engage diverse parental perspectives. Employing an ecological systems framework (Bronfenbrenner, 1989), the research delves into the nuanced dynamics of this cross-cultural study, exploring how parents’ social trajectories influence their habitus (Bourdieu, 2010) and their approaches to parenting. This study utilizes a dual-case, cross-cultural qualitative approach, incorporating interviews, observations, and artifact collection. It investigates two distinct locations: a Saturday art program at a Midwestern state university in the United States and an afterschool art program at a public university in Taipei, Taiwan. Thirteen parents from each site participated in interviews for this research. The results reveal the pivotal role of resource accessibility, community dynamics, and market competition in both a rural US college town and Taipei. Moreover, parental educational backgrounds contribute to their cultural and social capital, guiding their parenting approaches, while social networks, particularly through social media, shape their parenting philosophies. Despite differences, both US and Taiwanese parents prioritize active involvement, empathy, and transparency in fostering positive parent-child interactions, reflecting a shared belief in the intrinsic value of art in children’s development. This study underscores the enduring impact of social trajectories on individuals’ perspectives of art education and advocates for increased art learning opportunities in schools and communities.

Healing through Interracial Art Dialogue: Cross-Cultural Queer Pedagogy between Taiwan and the U.S.

Abstract:

This research project investigates queer pedagogy as a healing practice in art education, with a focus on the concept of reparative reading. This approach emphasizes the need to move beyond cultural colour-blindness in queer studies and art education. I conducted experimental art projects in college-level courses in the US and Taiwan to explore the intersectionalities of Asian and AAPI queer individuals, aiming to develop empathetic, racially, and socially just approaches to art education through interracial, cross-cultural learning, as well as examining how different cultural contexts shape participants’ art creation statements. In these experimental projects, the participants were college students enrolled in art education courses at California State University, Long Beach (CSULB), and National Taiwan Normal University (NTNU). The students began by analysing works by selected AAPI queer artists, re-examining their own intersectional identities, and exploring shared experiences through art creation. Each student also created an illustration that connects the artist’s experiences or art with their own intersectionality and personal story. Additionally, the Taiwanese students engaged with the artwork and statements produced by CSULB students, leading to reflections on intersectionality, cultural colour-blindness, and racial issues through interracial dialogue. Beyond fostering deep discussions on intersectionality and expanding queer pedagogy, this study has a direct impact on classroom practices. It empowers future educators to create inclusive, socially just learning environments and provides practical tools for K-12 teachers to integrate artworks by racial minority queer artists, offering transformative strategies for addressing issues of cultural objectification.