Abstract:
This article reports on two research projects and how the findings of both are being used to educate pre-service visual arts teachers on ways of strengthening cultural inclusivity in visual arts education in secondary schools. The research was located in New Zealand, an increasingly multicultural nation in the Asia Pacific region. In national curriculum ‘cultural diversity’ is cited as a key principle that embodies beliefs about what is important and desirable in education for all students. The research showed, however, that while culturally inclusive sentiments are espoused in policy, visual arts education is dominated by pedagogy shaped by New Zealand’s commitment to the bicultural partnership between Maori (the indigenous people) and European/Pakeha. The art and culture of ‘others’ was noticeably absent in visual arts programs. Given the changing demographics of students in secondary schools strategies are suggested to empower pre-service teachers to engage in culturally inclusive practices. These approaches have relevance for teachers in other Western nations with culturally diverse students.
