How do Teachers Identify Multicultural and Cross‐cultural Pedagogical Phenomena in and out of Arts Classrooms?

Abstract

This paper examines the way 17 teachers identified and shaped multicultural issues in arts learning and teaching situations. Written observations, queries, informal interviews, case study notes, photographs, drawings, and journals are some of the methods and data forms teachers used to illuminate a variety of context‐specific multicultural issues in arts learning and teaching. A model for multicultural teaching effectiveness is proposed.

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