ABSTRACT
I believe many Asian educators have their challenges with racial discrimination, social belonging, and cultural isolation. This chapter investigates self-reflective narratives about my learning stories as an Asian graduate student of Dr. Enid Zimmerman at Indiana University Bloomington. I explore how Zimmerman has influenced my professional and pedagogical identities as my professor, advisor, and mentor. I also explore my teaching of American students in a rural community in South Carolina. Art teachers, especially in rural communities, should focus on self-esteem and identity development. Art education should reflect issues of culture, race, gender, class, ethnicity, ability, religion, and social justice. Teaching art through an issue-based approach exposes students to look deeply into themselves as the issues connect and intersect with their lives, concerns, and needs. Art in the context of different issues opens a broad group of subject matters and choices as well as a wide range of possibilities and flexibility. Understanding the connection between self and society is essential in the goal of art education, and the learning experiences become more meaningful and relevant for students when teaching is connected to diverse issues related to our everyday lives.
