Cross-marked: Crossing the intercultural divide

This performance text documents some moments of "existential crisis" (Denzin 2002) for one teacher/artist/researcher, and interrogates through autoethnographic inquiry the experience of interculturality, both for students/research co-participants, and for the author. The article asks readers to consider the ways in which arts education is best placed to bridge these crises and intercultural gaps, and to facilitate new ways in which we "make community" (hooks 2003). Intercultural students and teachers who are "border-crossers" (Giroux 2005) are at the forefront of innovative arts-based pedagogies which is, by its nature, collaborative and this article references the ethnocinematic research project Cross-Marked: Sudanese Australian Young Women Talk Education as one filmic example of arts-based methods that are changing the face of education for the better