This study examines belonging pedagogy as an effective, culturally respectful intervention in art education. Art education faculty members at three institutions collaborated and organized virtual workshops to broaden the scope of diversity and promote online community building. Culturally sensitive and inclusive education and pedagogy of belonging…

The purpose of this article is to examine the pedagogy and practice of critical tourism in art education abroad. First, we unpack the neoliberal discourse underlying U.S. study abroad programs and problematize the popular belief that a short-term study abroad experience can result in the genuine development of culturally competent global citizens.…

The Post Stereotypes project embodies confrontational pedagogy and involves postcard artmaking designed to both solicit expression of and deconstruct students' racial, ethnic, and cultural stereotypes and assumptions. As part of the Cultural Diversity in American Art course, students created postcard art that visually represented their personal…

Though it is widely used, the concept of "underserved" is sorely undertheorized in art education. Before the field of art education can effectively address the persistent educational disparities across different sociocultural and economic groups, we need deeper understandings of entangled sociocultural and political processes that create…

This descriptive study investigates the bases used to support judgments of artworks by preservice art teachers at two large universities. Bases art teachers might use to judge artwork range from personal preferences, to cultural expectations, to criteria drawn from values of various artworlds. The 26 preservice teachers in this study used a…

Changes in concepts of creativity and culture necessitate closer attention to the sociological aspects of creativity. Problems emanate from disregarding the modernization process in our culture, as that process relates to creativity, and from the impact of the contemporary fine arts on creativity research and art education practice. (Author/SR)

Discusses F. Graeme Chalmers' view (v22 n3 1981) that cultural anthropology, (more specifically ethnography) is an essential aspect of art education. The complexity of modern society requires that art education promote understanding of cultural pluralism. (AM)

The author outlines and extends the description of "taste cultures" offered by Gans, indicating the aesthetic standards supported by different social classes in American society and suggesting how these standards operate in the form, content, composition, and contextual relationships of American architecture. (Author/SJL)

Presents a psychoanalytic critique of an advertisement for the Getty Center for Education in the Arts multicultural program. Applying principles derived from Lacan, Foucault, and Derrida, reveals basic racist, sexist, and elitist assumptions embedded in the advertisement. Includes a reproduction of the advertisement and extensive footnotes. (MJP)

Explicates a multicultural approach to art education that enhances critical thinking. Grounds this approach in the philosophical principles of constructivism that emphasize the student's construction of meaning rather than the passive transmission of knowledge from a teacher. Discusses the possibility of multicultural reasoning and its…

Maintains that the National Arts Standards allows for the inclusion of multicultural perspectives integrated within a dominant European American culture. This places the responsibility for a truly representative and multicultural curriculum back on the art teacher. Provides a neat and concise summary of the arguments for and against multicultural…

Proposes using feminist art criticism, rather than the modernist emphasis, to teach art criticism. Outlines three goals for feminist art criticism: social analysis, political activism, and self-knowledge. Examines each goal and its complementarity, stressing a pluralistic approach. Maintains that such criticism promotes socially relevant learning.…

Examines empowerment as an art education goal from a feminist perspective. Challenges Elliot Eisner's cultural capital theory, arguing that it disempowers students by homogenizing culture. Identifies three goals by which a feminist conception of art education celebrates cultural diversity and empowers students with personal autonomy and critical…

Identifies four confusions in conceptualizing diversity in the curriculum: the misidentification of what constitutes diversity, studying an artifact from the perspective of mainstream culture, homogenizing cultures, and exoticizing or fetishizing cultures. Proposes a "border consciousness" approach, emphasizing equal legitimacy and cross…

Reports on a study of 815 elementary and secondary students and adults on the types of evidence referred to in art historical interpretation. Finds that participants referred to four general types of evidence: (1) artist; (2) viewer; (3) culture; and (4) perception. (CFR)