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Canadian Review of Art Education: Research and Issues, v36 p67-82 2009

This paper explores how Canadian identity remains a white identity through an examination of the ways in which cultural diversity in Canada has been promoted and controlled in law and in practice through Jakeet Singh's (2004) notion of "culture-blind multiculturalism." It then turns to one instance of this kind of myopic cultural reproduction through an examination of the Alberta Education program of studies for elementary art. Within this latter review, the author indicates spaces within this very dated and culturally biased document that are available for real engagement with the diversity that is Canadian culture. Finally, the author suggests that James Tully's concept of dialogic multiculturalism might be used as a model for revisioning the ways we teach art in culturally diverse societies. Here, the author first turns to the Canadian Multiculturalism Act of 1985 and examines the Act itself to know what it is, and what it is not. (Contains 5 endnotes.)

Descriptors: Cultural Pluralism, Foreign Countries, Asian Culture, Cultural Influences, Ethnicity, Whites, Ethnic Diversity, Elementary Schools, Art Education, Multicultural Education, Teaching Methods, Federal Legislation, Aesthetics, Cultural Differences

Canadian Society for Education through Art. Faculty of Education, Lakehead University, 955 Oliver Road, Thunder Bay, ON P7B 5E1, Canada. Tel: 807-684-0772; Web site: http://www.csea-scea.ca





Autor: Eiserman, Jennifer

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=3962&id=EJ867349



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