“Centricity,” as a multicultural education construct, has generated heated debate over the centrality and/or marginality of culture, race, ethnicity and other social identities in the production and dissemination of “emancipatory knowledge.” Centricity involves the placement of learners within the context of their own cultural references in order to find their niche within the school curricula. “Poly(centric) multiculturalism,” however, is grounded on the assumption that there are “polycenters” of aesthetics, culture, knowledge and history that learners must pursue to achieve a more holistic understanding of themselves and others (Verharen, 1995). This presentation examines interactions of cultures and social identities within art education. The theoretical underpinnings and the tenets of “polycentric multiculturalism” are explored within an art education curriculum. I argue that a curriculum trajectory that connects and promotes multiple centers of culture, aesthetics, history and knowledge can engender inclusive art education. Appreciation of the interconnectedness of non-hegemonic knowledge forms within “polycentric multiculturalism” could serve as a catalyst for a transformative multicultural art education.
|Keywords:||Multiculturalism, Polycentric, Centricity, Transformative, Emancipatory|
Associate Professor, Art Education, Department of Art, Youngstown State University, Youngstown, Ohio, USA
There are currently no reviews of this product.Write a Review