Race and Culture in Art and Design Education

Abstract

Art and design education in England is probably the most ethnocentric of subject areas, being almost exclusively based on a European Post Renaissance conception of art. Pupils need to have a 'concept of culture' if they are to be aware that their own activities are, to a large extent, predetermined by the Anglo-centric culture in which they live.

Alternative approaches to studying the art and design of cultures other than one's own are considered and a framework is developed for teaching a concept of culture. An international perspective, rather than a national pluralist perspective, is proposed as the basis for the selection of cultures. A practical example is described from a secondary school pottery lesson in England where a clay pot from Papua New Guinea is used as a teaching aid. It is demonstrated that the outcomes of a lesson of this type have much in common with the desired outcomes of anti-racist education. Although the rationale is generalizable for all schools there are special implications, in terms of teaching procedures and possible outcomes for schools which are multiracial and multicultural.