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This article explores the d igital self-photographic play of contemporary diasporic Korean teen girls living in a M idwest campus tow n in the United States. Drawing on postcolonial notions o f "hybridity," this article highlights the ways these girls engage in am bivalent photo practices o f both identification and dis-identification w ith th e ir seem ingly "authentic" Koreanness,1 allow ing them to reclaim th e ir desire as a recognizable "O ther" (Bhabha, 1994). Their lim inal tactics in th e ir stereotypic photo gesture offers the diasporic girls a way to plan th e ir own articulations o f (in)authenticity th a t challenge dom inant notions o f "planned a u th en ticity" (M in-ha, 1989, p. 89) so embedded in conventional approaches to m ulticulturalism . Their playful use of self-photography plays a significant role in allow ing them to unlock a lim inal, reflexive space where they can dem onstrate relational connections between and w ith in th e ir cuitural/social positions as global girls. This study concludes by offering art educators ways o f thinking about pedagogical approaches to comm unity-based art, inform al learning, and public pedagogy-particularly for diasporic, ethnic comm unities.

Bae-Dimitriadis / Corporeal Pedagogy "My work with the refugee girls challenges the notion of the body as confined and passive, and positions the body as an active force…"