The purpose of this qualitative case study was to investigate how teaching in a multigenerational, culturally sustaining setting promoted early-career teaching artists’ onto-epistemic explorations about (a) teaching and learning and (b) community engagement. Drawing from conceptual perspectives of culturally sustaining pedagogy and the dynamic systems model of role identity, findings suggest that teaching artists’ onto-epistemic beliefs emerged in dynamic dialogue with the culturally sustaining setting, situated in a broader sociopolitical context. Implications for practice and research on the preparation of culturally sustaining teaching artists are offered.

Suggested Citation

Kunisaki, L. T., & Kane, K. M. (2026). Exploring Culturally Sustaining Onto-Epistemologies of Teaching Artists in a Multigenerational Learning Community. AERA Open, 12.