Abstract

This paper returns to the juncture of race, culture, and aesthetics in the context of visual-arts education, especially regarding the failure of higher art discourse to be inclusive and comprehensive of others. Though pedagogical curricula in the United States require that K–12 art teachers be trained to promote multiculturalism in their discipline, their training is affected by art history and studio teaching in which Eurocentrism generally persists. Instructors in studio and art history programs seldom identify as "art educators," most likely because art education is regarded as a hybrid, impure discipline. And, as will be shown, hybridity is a problem for notions of purity. Multiculturalism, if part of studio...