ABSTRACT
Changing views of the Asian immigrant’s status in the United States bring into question the roles hybridity and identity play in today’s cross-cultural art classroom settings. The dissemination of our cultural values and traditions through art should be the driving force behind contemporary art pedagogy and practice. When thinking of art, we often focus on painting or sculpture but fashion, as a wearable art form, has the innate ability to provide insight into our personal identities and cultural traditions. Hybridity surfaces through fashion, and nowhere is this trend more apparent than in secondary and post-secondary school settings in the United States. I started my research by introducing students in my classrooms to fashion projects that utilized the theme of cultural identity. Utilizing the cultural inquiry approach, my research produced a visual anthology of artworks and personal narratives that illuminated how fashion visualizes our personal stories, cultivates creativity, builds a sense of community, and promotes multiple perspectives in classrooms in the United States.
