The author argues that there should be a more inclusive view of multiculturalism practiced in the art classroom. Currently, many elementary school classrooms use pre-packaged art supplies that deal only superficially with race. In order to provide a more comprehensive view of diversity, classrooms need well-prepared teachers who develop critical art lessons based on the wider definition of multiculturalism which includes ethnicity, socioeconomic status, gender, exceptionalities, language, religion, sexual orientation, and geographical area.
|Original language||English (US)|
|Number of pages||11|
|Journal||Electronic Magazine of Multicultural Education|
|State||Published - Sep 2005|
ASJC Scopus subject areas
- Cultural Studies