樱花影视

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Faculty of Graduate Studies

Travis Ming Yang

  • BA (Nanchang University, 2012)

  • MExpArtsTh (The University of Hong Kong SAR, 2016)

Notice of the Final Oral Examination for the Degree of Doctor of Philosophy

Topic

Together We Teach: An Arts-based Research Study with Co-teachers In International Bilingual Kindergartens in China

School of Child and Youth Care

Date & location

  • Tuesday, December 9, 2025

  • 10:00 A.M.

  • Virtual Defence

Reviewers

Supervisory Committee

  • Dr. Alison Gerlach, School of Child and Youth Care, 樱花影视 (Supervisor)

  • Dr. Fred Dervin, Faculty of Sciences, University of Helsinki (Member)

  • Dr. Monica Prendergast, Department of Curriculum and Instruction, UVic (Outside Member) 

External Examiner

  • Dr. George Belliveau, Language & Literacy Education, University of British Columbia 

Chair of Oral Examination

  • Dr. Lincoln Shelendky, School of Environmental Science, UVic 

Abstract

Co-teaching is a commonly practised teaching method internationally (Friend, 2016; Rabin, 2020), including in international bilingual schools in China (Fu, 2020; Su, 2019; 2021; Yim & Tae, 2018), which have increased in numbers over the last few decades (Wu & Koh 2021). Through a conceptual framework rooted in relationality and informed by interculturality and intersectionality, this qualitative and arts-based research explored co-teaching relationships, including teacher collaboration and collegiality with 15 teachers from two Chinese international bilingual schools. This study also explored how an arts-based methodology and visual methods contributed towards teachers’ understanding of their co-teaching experiences. Drawing on the conceptual framework, analysis of textual and visual data identified how co-teachers’ early working relationships were influenced by ‘imaginaries’ that implicitly conveyed a culturalist-differentialist bias. Also, how various geo-social-economical-political factors and relations of power shaped how teachers worked together through time and constantly met and negotiated their differences and commonalities. Findings informed a relational framework for understanding and supporting co-teaching in Chinese international bilingual school contexts. Findings on the use of arts in this research reinforce their potential for fostering self-awareness, self-expression, and a powerful channel for mutual understanding.

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