Globalization is blurring the lines between once clearly defined groups of people, making cultural sensitivity more important than ever. Culturally sensitive art education can cultivate the ability for students to empathize with and care about others, but until now, few guidelines have existed to help art educators bring together those from dissimilar cultural backgrounds. Editors Manifold, Willis, and Zimmerman have created "Culturally Sensitive Art Education in a Global World: A Handbook for Teachers" as a source of useful models for teaching art to students from diverse populations in a culturally sensitive way. Following an introduction to the book by Marjorie Cohee Manifold, Section One (Commonalities and Contrasts), introduced by Enid Zimmerman presents concepts that inspire research and ground pedagogies that are sensitive to cultural differences and similarities, and contains the following chapters: (1) Increasing Students' Cultural and Global Sensitivities Through Designing Cross-Cultural Curriculum Units (Joanne E. Sowell); (2) Port of Entry: Puppetry! An Interdisciplinary Arts Experience (Melanie Davenport and Douglas Stevens); (3) Using Artifacts to Promote Cultural Awareness in Cyprus Primary Schools (Fotini Larkou); (4) Exploring Ritual Through Art (Angela M. La Porte); (5) Learning and Teaching About Traditional Ghanaian Art Forms: Developing Global Perspectives Using Digital Media in Art Education (Laurie Eldridge); (6) Becoming Empathic Storytellers: A Curriculum for Developing Cultural Sensitivity (Jonathan Silverman); (7) Looking, Creating, and Making It Public: Strategies for a Globalized Approach to Arts Education (Marit Dewhurst and Jen Song); (8) The Story of Doris: Cultural Sensitivity in Action (Pamela Stephens); and (9) Changing Perceptions About Stereotypes of Art Images Through Investigations of Views About Native American Art (Jennifer Stoopes-Mokamba). Section Two, (Knowing and Honoring Self in Local and Global Communities), introduced by Steve Willis, presents strategies aimed at understanding and appreciating Self as a prerequisite for developing empathy for the Other, and contains the following chapters: (10) All Dressed Up: A Cultural and Personal Exploration of Clothing (Jocelyn Salaz); (11) Cultural Interlopers and Multiculturalism-Phobics: Theoretical Approaches to Art Teaching in a Global World (Joni Boyd Acuf); (12) Glimpses of Guanajuato: Encounters and Expressions of Borders in Art Education (Courtney Weida); (13) Suburb as Site: Creating a Global Collaborative Art Environment in Secondary Art and Photography Classes ( Kathryn Coleman and Susan Coleman); (14) It's About Them, It's About Us: Using ChinaVine as an Educational Tool (Kristin G. Congdon and Doug Blandy); (15) Using an Art Center's Online Curriculum to Teach Elementary Students About Cultural Identity (Mary Erickson, Laurie Eldridge, and Marissa Vidrio); (16) Art, Community, and Context: Educational Perspectives (Glen Coutts and Timo Jokela); (17) Youth Culture Expressed in Teenagers' Drawings From Spain, Japan, Taiwan, and South Korea (Estefania Sanz Lobo, Pablo Romero González, Atsushi Sumi, Li-Hsun Peng, and Hyeri Ahn); and (18) Living on a Bridge: The Effects of Cultural Policy on Art Education in Turkey (Fatih Benzer and Olcay Kirisoglu). Section Three (Dialogic Interactions--Looking, Questioning, Listening, and Engaging), introduced by Marjorie Cohee Manifold, describes strategies for coming to know the world as others know it without having been physically immersed in the everyday cultural experiences of others. The following chapters are contained in this section: (19) Constructed Territories: Identity Mapping (Jeanne Nemeth); (20) Art Education With Migrant Hispanic Populations in Multi-Age Elementary Classrooms: Instructional Strategies Learned From Practice (Jeffrey L. Broome); (21) Enhancing Global Consciousness and Cultural Sensitivities: Digital Arts-Pedagogy in a Preservice Teacher Education Context (Debra Donnelly and Kathryn Grushka); (22) "Envisioning My Future Self": Exploring Identity Construction to Promote Cultural Sensitivity (Martha Christopoulou); (23) On the Practice of Artistic Measurement of Social Mobility and Marginalization (Anna Kende and Anikó Illés); (24) Happiness and Sadness Depicted by Children of Immigrant, Migrant, and Cultural Minority Families (Ava Serjouie); (25) Marginalized Roma Children: Arts-Integration and Engagement With Learning (Kathleen Hall); (26) Cultural Myth and ACT-E: Reclaiming One's Past and Present Identity for a Future World (Lori Santos); and (27) A Mécénat Collaboration Toward Appreciating a Traditional, National Art Form (Jeong Im Huh and Yong-Sock Chang).