Title: Art and Multicultural Education: the New Ethnicity in the UK
Abstract: Journal of Art & Design EducationVolume 9, Issue 3 p. 329-339 Art and Multicultural Education: the New Ethnicity in the UK RACHEL MASON, RACHEL MASONSearch for more papers by this author RACHEL MASON, RACHEL MASONSearch for more papers by this author First published: December 1990 https://doi.org/10.1111/j.1476-8070.1990.tb00484.xCitations: 1AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL References 1 ALLISON, B., D. DENSCOMBE & C. TOYE (1985) Art and Design in a Multicultural Society, Leicester Polytechnic. 2 MASON, R. (1989) Art Education and Multicultralism, Beckenham , Croom Helm. 3 Op cit (1979) Ethnographic Resources in Art Education, Department of Art, Birmingham Polytechnic. 4 Op cit (n.d.) Ethnographic Resources in Art Education, Department of Art, Birmingham Polytechnic. 5 MASON, R. (1989) Teachers’ Perceptions of the SCDC Arts in Schools Project in Leicestershire, Leicester Polytechnic. 6 Op cit M. BROWNE & M. CLARKE, (eds) (1981), Teachers’ Perceptions of the SCDC Arts in Schools Project in Leicestershire Oxford , OXFAM Educational Department. 7 Op cit (n.d.) South London Development Education Unit. 8 By ‘resistance art’ I mean art which constitutes a form of political protest against social oppression. 9 Op cit (1981), London, Afro-Caribbean Educational Resources (ACER) Project. 10 By ‘primitive art’ I mean the kinds of artefacts and specimens anthropologists collect and which are displayed in ethnographic museums. 11 BRITISH MUSEUM (1985) Eduardo Paolozzi: Lost Magic Kingdoms, London , BM Publications. 12 Op cit, D. LUSTED, (ed) (1981) Unpublished slide pack, British Film Institute. 13 Op cit p. 10. 14 Op cit p. 9. 15 Op cit p. 16. 16 For focusing curriculum content and processes solely on teaching indigenous British or European knowledge, values and skills with regard to art, design and crafts. 17 In MASON (n2), p. 76. 18 BANKS, J. & J. LYNCH (1986) Multicultural Education in Western Societies, London , Holt, Rinehart and Winston; pp. 2– 5. 19 LYNCH, J. (1983) The Multicultural Curriculum, London , Batsford; p. 25, claims that there are three major contextual influences setting the scene for current perceptions of cultural diversity and an educational response to that pluralism in the continent of Europe; viz: (i) the early patchwork settlement of Europe by different linguistic and in some cases ethnic groups; (ii) the religious boundaries affected by the Reformation; and (iii) the substantial immigration and emigration during the C19th and C20th, brought about rather more by economic than historical or political factors. Britain of course has particular patterns of migration related to it colonial history. 20 ALLISON et al (n1). 21 SLEETER, C. & C. GRANT (1987) An analysis of multicultural education in the US. Harvard Educational Review, 7, 4; pp. 421– 44. 22 According to BANKS and LYNCH (n18) this reflects the truism that little agreement exists in western societies as to the proper role of schools in the ethnic education of both minority and majority students. They point out that some citizens believe that the school's major role should be to socialize students so that they can attain universalist values and cultures of nation states. Some reformers believe the schools can play a mjor role in promoting educational equality and in helping students attain the knowledge, attitudes and skills needed to make both society and the world more humane. Other more radical scholars and reformers see the school as one of the major institutions that perpetuate inequality and as incapable of promoting social reform. 23 According to BANKS and LYNCH (n18) the solution to cultural diversity for mainstream liberal educationalists is always a common national culture with neutral public policies on ethnicity and race. 24 WHITE, J. (1986) The Quest for Common Values; unpublished paper, University of London Institute of Education; pp. 3– 4. 25 The Quest for Common Values p. 5. 26 (i) A precondition phase culminating in ethnic protest; (ii) a phase characterised by ethnic polarization; (ii) a phase characterized by meaningful dialogue between majority and minority cultural groups; and (iv) institutionalization of reforms coupled with conservatism which sets the scene for a new revitalization movement. 27 D E S Committee of Enquiry into the Education of Children from Ethnic Minority Groups (1985) Education for All (the Swann Report), London, H M S O. This singled out children of Cypriot, Italian, Vietnamese, West Indian, Asian and Bangladesh immigrant communities, together with Travellers’ children and Liverpool Blacks, for special attention. 28 LYNCH (n19). Citing Literature Volume9, Issue3December 1990Pages 329-339 ReferencesRelatedInformation
Publication Year: 1990
Publication Date: 1990-12-01
Language: en
Type: article
Indexed In: ['crossref']
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Cited By Count: 3
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