Alicia Bagley April 13, 2014 Annotated Bibliography: Culturally Aware; Multicultural Education

Adejumo, C. (2002). Considering multicultural art education. Art Education, 55(2), 33-39. This article was written by Dr. Christopher Adejumo, associate professor at the University of Texas. Dr. Adejumo has a PhD in Art Education from Ohio State University and is a scholar dedicated to art, with relations to the community and culture. Adejumo has received the Eugene Grigsby Jr. National Award in 2004 by the National Art Education Association. The article examines the purpose and limitations of a multicultural education. Adejumo discusses in detail the possible issues of a multicultural approach as well as how beneficial it could be if implemented effectively. This article could be beneficial to educators who are interested in this approach or educator who are struggling with how to apply this approach to their curriculum. This work addresses how applying art education on a global scale can develop appreciation and respect for other cultures. This article is similar to others in that it clarifies aspects of multicultural education, and this is why I chose the article.

Andrus, L. (2001). The culturally competent art educator. Art Education, 54(4), 14-19. Lucy Andrus is a professor at the Buffalo State University and is a coordinator of Art Partners, a collaborative fieldwork between faculty and students to promote equity, diversity and access to art experiences for all children. The article was written for teachers who do not feel prepared to teach a multicultural curriculum. Andrus addresses how teachers today are not trained or prepared to teach students about multiple cultures and provides teachers with ways to feel competent. Andrus also discusses the qualities of a culturally competent teacher and how to begin. This article is different from the other material in that Andrus is aware of the lack of preparation teachers receive in this area. This article was chosen to understand that any teacher with or without training can implement a multicultural curriculum.

Ballengee-Morris, C. & Stuhr, P. (2001). Multicultural art and visual cultural education in a changing world. Art Education, 54(4), 6-13. Christine Ballengee-Morris was the founding director of the multicultural center at Ohio State University and is a professor in the Arts Administration, Education, and Policy Department and the American Indian Studies Coordinator at the Ohio State University. Patricia Stuhr serves as the Dean and CEP at the University of Wisconsin-Marshfield/Wood campus. Stuhr has received the Ziegfeld Award for her work in multicultural and cross-cultural research in Art Education. This article addresses the authors opinion on how multicultural school reform will help students deal with relevant issues and identity. The article discusses different approaches to multicultural education with a focus on the social reconstruction approach and multicultural education approach. The article concludes with a curriculum example using visual culture to address violence. This article, like many of the others, states the importance of multiculturalism, however it differs in that it uses visual culture to address matters. I chose this article for the use of visual culture in a multicultural approach.

Billings, M. (1995). Issues vs. themes. Two approaches to a multicultural art curriculum, Art Education, 48(1), 21-24 & 53-56. Mary-Michael Billings received her Masters in Art Education from the University of Maine and is the coordinator of the gifted and talented program in Howland, Maine. Billings documents the varied approaches to teaching a multicultural art curriculum, theme based or issue based content. Billings examines the benefits and setbacks to both approaches with a clearly stated bias towards a theme approach of curriculum Billings states that studying cultural diversity will start the process of cultural change in society. This article was selected for the indepth study of a multicultural art curriculum and the various ways it could be applied.

Darts, D. (2006). Art education for a change; Contemporary issues and the visual arts. Art Education, 59(5), 6-12. David Darts serves as the Chair of the Department of Art and Art Professions and Director of the New York University Steinhardt, Masters of Art in Studio Art Program in Berlin,

Germany. In his article, Darts discusses how contemporary issues in art can be used to make a difference. Art can serve as a way to facilitate care and change and transform their selves to become a better person. Darts article is geared towards teachers who may be unfamiliar to a curriculum approach involving contemporary issues. Darts closed the article with his reluctance to this way at first and how his views changed after deeper research and applying it to practice. This article varies from the others in that it deals with contemporary issues more so than a multicultural approach.

Delacruz, E. (1995). Multiculturalism and art education: Myths, misconceptions, and misdirections. Art Education, 48(3), 57-61. Delacruz is an adjunct faculty member at the University of Florida and recipient of several awards, including the National Art Education Association Womens Caucus June McFee Award. This article was intended for educators who are possibly hesitant towards a multicultural curriculum. The article addresses the myths and misunderstandings that have been issued on multicultural curriculum integration. With each myth and misconception stated from different sources, Delacruz offers clarification and refers to multicultural art advocates to justify his curriculum. Delacruz closes the article with why a multicultural approach is beneficial and why it should be implemented into the classroom. This article was chosen to help better understand the hesitancy of why educators have yet started to teach in a multicultural manner.

Delgado, R. & Stefancic, J. (2012). Critical race theory. New York, NY: New York University Press. Richard Delgado is a teacher of civil rights and law at the University of Alabama and has written over a hundred scholarly journals and twenty books. Eight of Delgados books have won national book prizes. Jean Stefancic is also a professor at the University of Alabama and has written numerous journals and several books with Delgado. This book is far different from the other sources I have read. Delgado and Stefancic discuss critical race theory as a movement of activist and scholars who study and transform relationships among race, racism, and power. The book is divided into multiple chapters that examine the beginning of the movement and how

racism has been an ongoing issue in the United States. The authors include a variety of stories, society implications, and major themes that are consistent with current racism, as well as provides additional sources to look into for further research. This book was wrote for educators, researchers, activist, and a large range of other people to help understand racism. I chose this book because through a multicultural approach it will help students create a larger understanding of cultures and eliminate certain racism biases. This book helps the reader understand the biases towards race and how they were implemented in our lives.

Gay, G. (2000). Culturally responsive teaching. New York, NY: Teachers College Press. Geneva Gay is a professor at the University of Washington. Gay has received many awards from her contributions to the field of education, among her awards is the Visiting Scholar Award from the Committee on the Role and Status of Minorities in Educational Research. In the book, Gay discussed the importance of culturally driven lessons. The books addresses how culturally responsive teaching is about a form of teaching that is centered on multiethnic cultural frames of reference. The book begins with the statistics of how students who are not white struggle with performance in school and Gay uses culturally implemented lessons to improve the achievement gap. There are different ways to implement a culturally responsive curriculum and the book provides teachers, school administrators, counselors or other school personnel ways to understand the importance and how to adjust their curriculum. This book is significant because it ties achievement performances to cultural understandings.

Graeme Chalmers, F. (1992). D.B.A.E. as multicultural education. Art Education, 45(8), 16-24. Graeme Chalmers is a professor of Art Education at the University of British Columbia and is the director of the Centre for Cross Faculty Inquiry. Graeme Chalmers article addresses a curriculum that enables students to become culturally aware. By addressing cultural differences in art, it can allow students to destroy biases towards racism and prejudice. Graeme Chalmers states that a multicultural view is a contextual view that includes cultural pluralism, no feelings towards racial superiority, and equality of all students. The article is written for teachers familiar with the D.B.A.E approach to art curriculum and provides them with a new way to transform

their curriculum. This article provides current teaching methods that are in use with a slightly different approach. Many teachers will be easier to incorporate a multicultural approach to their curriculum if what they are doing is not all new to them.

Kuster, D. (2006). Back to the basics; multicultural theories revisited and put into practice. Art Education, 59(5), 33-39. Deborah Kuster received her PhD from the University of North Texas and is an associate professor of art at the University of Central Arkansas. Kuster writes about how a multicultural approach will allow students to view the world beyond their own cultural understanding, providing enrichment. The article examines the complexity of culture and provides the reader with a sample unit using art from African American artist. Kusters unit includes interdisciplinary connections with literature and social studies. I chose this article because of the context and understanding provided through Kusters description of multicultural theories and her art unit.