Search

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 provided multicultural 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. [ABSTRACT FROM AUTHOR]