‘Being’ a critical multicultural pedagogue in the art education classroom

Professional development for cultural diversity: the challenges of teacher learning in context

“…This study approaches cultural diversity from a critical multicultural perspective (e.g. Goldberg 1994, Kincheloe and Steinberg 2001, May and Sleeter 2010, Quijada Cerecer et al 2010, Acuff 2018. Although this paradigm is not a united front, the underlying main perspective is taking into account the interrelated relationships between culture and power, and explicitly address social justice.…”

“…Teachers´wishes for direct pedagogical solutions could also be related to the fact that alternative pedagogies might not have been part of their pedagogical repertoires during initial teacher education (Moreira 2017). However, it is also important to note that pedagogies in the critical multicultural frame do not aim solely at making teaching technical by overemphasising the practical execution of teaching: it also facilitates rethinking underpinning epistemologies and thoughts on cultural diversity, students, teaching, learning; as well as relationships in education (Ladson-Billings 2009, Acuff 2018.…”

“…Reflection, however, did not seem to be a consciously planned part of PD and some teachers noted that organisational arrangement might not have fostered time and opportunity enough for actual critical reflection. Consequently, some teachers´wished for more time for reflection, as well as thought of teacher learning more holistically in rethinking the teaching profession, the purpose of schooling; changing attitudes and dispositions towards cultural diversity and students, both on the level of classroom pedagogy and being in the profession (Acuff 2018). This shows that some teachers were aware of the importance of critical reflection on self, knowledges and practices in relation to cultural diversity and student learning (Santoro 2009, Acquah and Commins 2015, Santoro and Forghani-Arani 2015, but the current PD environment might still have to respond to this need.…”

Art Education: Conflicts and Connections

“…Others intended to engage students in the investigation of various social and cultural exemplars and perspectives as well as issues of class, race, ethnicity, religion, and exceptionality while others attempted to educate students to become critical thinkers in order to challenge social inequalities through the examination of their own life experiences (Borin, 1997;Stuhr, 1994). However, it seems there has been a misappropriation of the concept of multiculturalism in art education regarding the implementation of concepts of diversity, tolerance and equity as it was resulted in teaching stereotypical and essentialised cultural items or particular cultures, groups of people, or regions of the world (Acuff, 2016). In my view, this calls for educators to engage in a more inclusive and comprehensive teaching and embrace a culturally responsive approach that emphasises student-centered instructions.…”

Contribution of Systematic Exploration of Artworks in Raising Children’s Critical Thinking and Empathy about Friendship and Difference through Early Years

“…Explicit education about prejudice, structured intergroup contact and imagined contact with members of other groups have been identified as important childhood experiences associated with reduced intergroup bias (Skinner & Meltzoff, 2019). Furthermore, theory and research from the field of multicultural art education indicates that this kind of education has become superficial and that teachers only guide students through art projects without communicating the context of the art (Acuff, 2018). A need for teaching through a framework of critical multiculturalism which takes into consideration an appreciation of the cultural dimensions which affect the way we think, feel and act is further stressed (Acuff, 2018).…”