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Critiquing commonly available multicultural art education resources

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To assist art teachers in making informed choices regarding multicultural programmes for implementation within the artroom, within this article the author critically reviews and critiques a broad range of multicultural art education materials that are currently available to practitioners. These include commercially providedmulticultural art curricula and kits and praxis-oriented multicultural literature in art education. The author additionally highlights ethnographic art education literature that offers promising direction for remedying the tendency of many multicultural art education resources to advance Eurocentricity, superficial appropriation of formal elements, cultural stereotypes, ahistorical understandings and a hegemonic game of ethnic determinism to authorize representations of what allegedly constitutes a so-called culture’s art.
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Keywords: Eurocentric; hegemony; multicultural curricula; multicultural education; multicultural kits; stereotypes

Document Type: Research Article

Affiliations: Western Michigan University

Publication date: October 11, 2011

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  • The International Journal of Education through Art is an English language journal that promotes relationships between art and education. The term 'art education' should be taken to include art, craft and design education. Each issue, published three times a year within a single volume, consists of peer-reviewed articles mainly in the form of research reports and critical essays, but may also include exhibition reviews and image-text features.

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