Art is a powerful and pervasive force that shapes the attitudes, beliefs, values and behaviours of humans (Chalmers, 1996). It serves as a fundamental human trait akin to language and tool-making, defining our species (Dissanayake, 1992). Art has traversed epochs from ancient caves to digital realms, transcending cultural barriers to unite humanity through emotions and ideas. Whether through brushstrokes, melodies, or dance, art fosters empathy and unity, serving as a universal medium for collective human expression.
The universal medium of art naturally extends into educational realms, particularly through multicultural education—a form of teaching that introduces students to various cultural backgrounds, beliefs, and values. As civilizations evolved, language and art became vital conduits for cultural transmission. Interactions across cultures led to the birth and erosion of diverse societies through invasions, colonization, and globalization which prompted the need for multicultural education.
The formalized integration of art and culture in education aims to champion diversity and inclusivity, especially at systemic and institutional levels. Efforts have been made to incorporate multicultural techniques into traditional activities such as reading and writing, often associated with logical and analytical processes. However, it's equally crucial to integrate multicultural elements into teaching practices that engage other diverse cognitive skills such as nonverbal communication and abstract thinking that are often linked with art and creativity; thus, imparting abilities crucial for navigating today's multicultural society (Prasad, 2021). Multicultural education aims to foster justice, equity, and mutual respect by equipping students with the attitudes, knowledge, and skills required to engage with diverse cultures within their communities, nations, and globally (Banks, 2006).
Delacruz (1996, p.92) writes, "Multiculturalism, by definition, refuses to be just one thing,” Art serves as a fundamental instrument for interpersonal, social and mental development (Balakrishnan, 2017), provoking personal transformation by fostering empathy, creativity and self-expression (Heilig et al., 2010). Alongside, it also cultivates cognitive, affective and psychomotor skills, as students actively apply the acquired knowledge and skills (Balakrishnan, 2017).
Employing multicultural art education can bring solidarity among diverse groups in society. The Westernized capitalist world under the tenets of progressivism and modernism, have largely ignored the arts, and the cultures of the societies it has colonised (Yared & Taha, 2015), imposing its own mono-cultural educational (art) programs (Sullivan, 1993), often for trade. Hence, the primary concern of multicultural art education is to dismantle dominant stereotypical representations of race, ethnicity and culture. This implies that art education can change social relationships and foster cultural diversity because all art including visual, literary and performing arts like music, dance, theatre, film, etc., reflect multiple dimensions of culture.
Therefore, by forming interdisciplinary educational relationships between contemporary art, art education and multicultural education, it may be possible to make a bridge to cultural democracy (Cahan and Kocur, 1996). For instance, by engaging in multicultural art education practices, students and teachers can change stereotypical attitudes and nurture respect, tolerance and an increased appreciation of their own and others' culture. In India, the multicultural experience is represented by the statement – "unity in diversity." This includes the diversity of religious communities, languages, ethnicities, and minority populations comprising the nation.
Indian art, dating back to the findings from the Indus Valley Civilization (Figure 1) to various traditions of indigenous, contemporary and digital art forms (Figure 2) all act as a tribute to the country’s rich cultural history.
Therefore, for the harmonious and progressive future of Indian classrooms, it is essential to focus on a holistic approach to modern art education among Indian students that enables them to reflect upon the nature of society and comprehend the variety of human experiences prevailing in India.
Art educators have formulated several techniques to advocate these ideas, such as exchanging children's art, which can foster international knowledge and understanding while creating a 'new generation of peace-loving people all around the world'. Some educators use art of other cultures in the curriculum to teach concepts of peace and tolerance and many also employ art-based activities that enable students to counter their biases and prejudice and embrace multiculturalism even in unfavourable circumstances. To illustrate, a study by De (2022) explored a peace education initiative that enabled students to represent India-Pakistan relations by creating their own artworks with the aim of fostering reconciliation and reducing stereotypes towards Pakistan. One of the students’ artworks (Figure 3) explored relational changes depicted as an Indian woman on Pakistan's side and a Pakistani woman on India's side holding a peace torch, symbolizing prospects for peace. Another artwork depicted people from both sides engaging in dialogue that reflects a confrontational process of forgiveness and mutual understanding.
The arts reflect India's secular fabric and cultural diversity, encompassing various folk and classical forms of music, dance, theatre, puppetry, clay work, visual arts, textiles and crafts. This cultural diversity in India represents both an opportunity and a challenge; where the role of education becomes critical in transmitting the very unique Indian culture to students. The development of values such as liberty, equality, freedom, and social justice are essential for the development of an inclusive perspective in a multicultural land like our’s to truly accomplish peaceful co-existence. Integrating the arts into the curriculum will not only develop creativity and concentration but also critical thinking, moral reasoning and decision-making amongst students. These skills are certainly vital for a country enriched with a variety of languages, ethnicities, and religions to reduce linguistic, ethnic, and religious prejudice and biased stereotyping and promote equality and respect.
With India taking major steps to reform its education system, the National Curriculum Framework (NCF) 2023, aims to reimagine education, making it more holistic, flexible and application based. The New Education Policy (NEP) 2023 provides guidelines for integrating art into education. It aims to empower students to freely explore and create art, connect with their culture and appreciate the diversity of artistic expression present in India, whilst also nurturing empathy, trust, friendship and the values of ‘ahimsa’ and love towards the culturally diverse coexisting populations of India and the ones around it.
However, schools face challenges such as limited time, resources, and seriousness given to the arts -- often reducing art to occasional entertainment. Students may reproduce artworks and perform plays disconnected from personal experiences, reinforcing stereotypes and biases. To minimise this, incorporating multiple perspectives and approaches through different art forms, not limiting to prescribed textbooks, will allow students to inculcate critical skills on social issues such as caste, class and gender discrimination and test their own biases as well. Mehta (2013) also found how literature, specifically folktales such as the easily accessible Panchatantra also improved attitudes toward multiculturalism in classrooms through exposure to different languages, customs, lifestyles, and physical characteristics seen in the folktales. Schools are also encouraged to explore local arts practices as per regions; for example, Warli in Maharashtra, and Gond in Rajasthan. Engaging local artists using natural and local materials like potters, painters, sculptors, photographers, and muralists is also urged.
To sum up, multicultural art education stands as a vital pillar in fostering empathy, inclusivity, and cultural understanding in our increasingly globalized world. By integrating diverse artistic expressions into educational curricula, we can challenge stereotypes, nurture respect for various cultures, and equip students with essential skills for navigating a multicultural society. Despite facing challenges such as limited resources and insufficiently trained teachers, the potential benefits of a holistic, art-infused education are profound. In India, where "unity in diversity" is a foundational principle, embracing local arts and collaborating with artists from different communities and engaging in dialogues amongst students can enrich the learning experience and preserve cultural heritage. Ultimately, multicultural art education not only enhances students' cognitive and creative abilities but also paves an artistic path for a more just, equitable, and harmonious world.
- Samrddhee Pathare, Namisha Chamaria, Vaishnavi Tiwari
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