Conference session

This session examines how Asian educators and graduate students construct their identities in Canadian higher education through their transnational experiences. Drawing on AsianCrit, transnational Funds of Knowledge, and arts-based inquiry, the study explores how multilingual and multimodal methods such as poetry, zines, and visual composition can generate counternarratives that challenge model minority stereotypes. Based on an exploratory qualitative project involving Asian educators and graduate students, the presentation will share sample artefacts as well as methodological reflections related to arts-based inquiry and reflexive thematic analysis. The session will be relevant to scholars, educators, and graduate students interested in equity, identity, and culturally responsive research. It also highlights how arts-based and multilingual approaches can support more inclusive conversations about identity and belonging in Canadian postsecondary contexts.