“How Will You Do This?” Infusing Multiculturalism Throughout Art Teacher Education Programs

Abstract

The argument that teacher education is unresponsive to critical approaches to multiculturalism is not new (Vavrus, 2011). Some art education programs continually marginalize multiculturalism in social foundation courses (Knight, 2006). Or, if multiculturalism is included in normative courses like methods, it is situated as a “theme” within the curriculum. This marginalization of multiculturalism is not conducive to teaching preservice students how to respond to diversity or to construct a culturally responsive pedagogy. The following article details an action research project in which the author describes, analyzes and assesses strategies used to infuse multiculturalism throughout an art education secondary methods course. This research helps to reframe the initial debate that questions the quality of multicultural competency and visibility in preservice teacher education.

Global Consciousness in Art Education: Utility and Problematics of Curriculum Development within a Critical Postmodern Relational Praxis

“…Art educators are called to serve these relationships through complex intersections of teaching and learning, sometimes as practitioners and facilitators of research and theory, while other times practitioners and facilitators of art-making. In these times of multicultural and transcultural concern (Acuff, 2012;Dervin, 2015), our role challenges us to provide openings for critical global conversation (Delacruz, 2009). We should be awakened to the role our curriculum plays in this quest.…”

“…When I introduced Gude's (2004) principles, much of the feedback I received illuminated the challenges that my undergraduates faced in In my methods course, students began by examining an Art for Life theory and approach (Anderson & Milbrandt, 2004) as critical praxis. This approach, paired with examination of non-Western aesthetics (as in Anderson, 2004) and inspired by contemporary approaches to critical multicultural art education curricula (Acuff, 2012;Jay, 2003), challenged students to find utility in critical engagement with postmodern principles of art (Gude, 2004) alongside contemporary non-Western aesthetics in order to offer a nuanced commentary of the lived human experience through art. Though not "new" to the artworld in general, Gude's (2004) postmodern principles of art (appropriation, hybridity, layering, reconceptualization, juxtaposition, gazing, interaction of text and image, and representin'), are presented to the field of art education as a fresh way to engage with 21st century art curricula.…”

“…For my own pedagogical practice, these principles became provocations for challenging reductionist intercultural views, ideologies, and narratives (Dervin, 2015). Additionally, I wanted my pre-service students to expand a myopic view of aesthetics and make a priority to pursue global narratives using a critical theoretical art education lens (Acuff, 2012). Understanding how systems of power have worked to maintain reductionist perspectives allows a supporting lens through which to view, challenge, and de-center systems of domination in various forms (McLaren, 2015).…”