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Abstract
Several art educators and educators in general have written extensively about the merits of a culturally inclusive curriculum that would represent the ways-of-life of disenfranchised minorities in U.S. classrooms (Grant & Sleeter, 1992; Banks, 1989; Chalmers, 1996). This approach to the school art curriculum is widely known as multicultural art education (Stuhr, Petrovich-Mwaniki, & Wasson, 1992; Grant & Sleeter, 1992).
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Notes on contributors
Christopher O. Adejumo
Christopher O. Adejumo is Assistant Professor of Visual Arts Studies/Art Education at The University of Texas, Austin. E-mail: [email protected]