This thesis uses autoethnographic research of the Mexican American art community in Austin, Texas to demonstrate how edgewalkers, people to move between multiple cultural worlds yet retain their own identity, become informal art educators through the process of transculturation. The work describes this cyclical and on-going process that includes curiosity, knowledge gathering, and awareness of self and others and the summation of these elements, which leads to transculturation. For this research, four informal art educators practicing in Austin were interviewed. Each of the collaborators practices art in different media including visual art, curating of exhibitions, performance, and graphic design. The descriptions and analysis of the researcher’s experiences along with those of the informal art educators reveal a third landscape, or an alternative space and identity, where multiple cultural worlds overlap into bicultural, bilingual and/or biconceptual environments. This thesis demonstrates how informal art education, made possible through transcultural experiences, is an effective tool in art education and culturally responsive instruction. / text