A Transcultural Teacher’s Creative Ecologies: Poetry-ing the Entanglements of Institutional Privilege and Love’s Care in a Melbourne College

Abstract

This article is a transcultural teacher’s critical autoethnography of entangled privilege and care in a university residential college. Using prose poetry as poetic inquiry, I write the entanglements of institutional privilege and love’s care in a college. I write my pedagogical subjectivity evocatively, where I am interdependent with my creative ecologies of humans and environment. In this article, I first discuss transculturality, creative ecologies, and pedagogical lived experience that inform a poetic inquiry method. I then offer a series of critical autoethnographic prose poems as inquiry into transcultural pedagogy in the college, evoking interconnected privilege and care in the college.