1981
Volume 2, Issue 3
  • ISSN: 2045-5879
  • E-ISSN: 2045-5887

Abstract

Abstract

This article proposes the application of three primary tenets of critical multicultural education to assist art educators in re-conceptualizing myopic histories of art education currently dominating the field. Traditionally, voices of those from non-dominant groups have rested on the outskirts of most American art education historical narratives. Critical multicultural education provides an alternative framework as it examines the subjugation of certain non-dominant cultural knowledge and voices. Critical multicultural education re-directs investigations of power as it relates to culture construction and maintenance, knowledge creation and culture fluidity. The objective of this article is to challenge art educators to re-evaluate firmly established historical ‘truths’, and encourage them to recognize a broader audience of voices in order to articulate the cultural complexity of the history of art education.

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/content/journals/10.1386/vi.2.3.219_1
2013-09-01
2022-12-09
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