
INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand comer and continuing from left to right in equal sections with small overlaps. Each original is also photographed in one exposure and is included in reduced form at the back of the book. Photographs included in the original manuscript have been reproduced xerographically in this copy. Higher quality 6" x 9" black and white photographic prints are available for any photographs or illustrations appearing in this copy for an additional charge. Contact UMI directly to order. University Microfilms International A Bell & Howell Information Company 3 00 North Z eeb Road. Ann Arbor. Ml 48106-1346 USA 313/761-4700 800/521-0600 Order Number 9505222 The politics of multicultural and intercultural education: A cross-cultural analysis with implications for art education Homan, Hanneke Didi, Ph.D. The Ohio State University, 1994 UMI 300 N. ZeebRd. Ann Arbor, MI 48106 THE POLITICS OF MULTICULTURAL AND INTERCULTURAL EDUCATION: A CROSS-CULTURAL ANALYSIS WITH IMPLICATIONS FOR ART EDUCATION DISSERTATION Presented in Partial fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of Ohio State University by Hanneke Didi Homan, M.A. ***** The Ohio State University 1994 Dissertation Committee: Approved by K. A. Marantz J . Chanda M. Schiller / (I ifu ' /Advise^ Department of Art Education TO MY FAMILY WITH LOVE i i ACKNOWLEDGEMENTS I wish to express ray sincere appreciation to Dr. Kenneth Marantz for his guidance and for sharing his knowledge and wisdom in the process of preparing this dissertation. I thank Dr. Marjorie Schiller for her encouragement and uplifting suggestions pertaining to teacher training. Dr. Chanda proved to be a great help in understanding the magnitude of living in a foreign country. I thank my husband Jan for his support and his patience. VITA March 22, 1944.................... Born - Nordstrand, Germany 1978................................ Nuts Seminarie d'Witte Lelie, Amsterdam 1982................................ Amsterdamse Academie voor Beeldende Vorming, Amsterdam 1980 - 1982....................... Art Teacher Prinses Irene School, Amsterdam 1982 - 1990....................... Art Teacher R.S.G. de Meergronden, Almere-Haven, Flevopolder 1990 ................................Graduate Teaching Assistant, Department of Art Education, Columbus, OH 1992.................................Master of Arts, Ohio State Univers i ty 1992 - 1994....................... Graduate Teaching Assistant/ Supervisor student teaching, Department of Art Education, Columbus, OH FIELDS OF STUDY Major Field: Art Education Multicultural education TABLE OF CONTENTS DEDICATION....................................................ii ACKNOWLEDGMENTS............................................. i i i VITA..........................................................iv CHAPTER PAGE I. INTRODUCTION......................................... 1 Background of the study........................2 The problem................................... 11 Research questions............................ 12 Definition of terms........................... 12 Design of the study........................... 14 Methodology................................... 17 II. THE AMERICAN CONTEXT................................ 22 Decline of colonialism........................23 The struggle for Civil Rights.................26 Limitations of the Melting Pot................32 Changing demographic patterns.................37 From Modernism to Postmodernism...............38 Summary....................................... 40 Multicultural education in the U.S.A................40 History of art education............................ 44 Paradigm shift................................ 54 Art education in a pluralist society................55 III. THE EUROPEAN CONTEXT................................ 63 The Council of Europe......................... 63 Education in The Netherlands........................ 74 The cost of education......................... 78 Intercultural education in the Netherlands..........79 Art education in The Netherlands....................83 The 3-E experiment............................ 87 Time spent on art education...................87 Teacher preparation for elementary level..... 89 Art education in secondary education..........92 Teacher preparation for secondary level...... 96 Qual i ty contro 1............................... 97 Reform........................................ 98 School choice................................. 99 Education and teachers....................... 100 Art education and cultural diversity...............102 v Art education and cultural diversity................. 102 Summary....................................... 106 IV. THE FOWERBROKERS.....................................109 Theory.............................................. 109 Intimidation rituals........................... 113 Change......................................... 115 Strategies for change.......................... 116 The Research........................................ 117 The stake-ho 1 ders............................. 118 Students...................................... 118 Parents....................................... 120 Teachers...................................... 123 Administrators................................ 125 Board members................................. 126 Political leaders............................. 128 Federa 1 i nvo 1 vement........................... 128 State policies................................ 130 Business leaders.............................. 131 Representatives of labor...................... 132 Churches...................................... 132 The academic community........................ 134 The media..................................... 140 Grading of the power-holders. ................140 Elasticity in art education?.................. 145 Research procedures................................. 148 V. REFLECTION...........................................156 Antecedents................................... 157 Histories..................................... 163 Relationships................................. 164 Intercultural education in Dutch schools..... 167 Compound statements........................... 169 Appl ications........................................ 175 Suggestions......................................... 177 LIST OF REFERENCES....................................... 179 vi CHAPTER I INTRODUCTION The unification of Europe and the growing percentage of alien inhabitants in Western-Europe have consequences for education. Political developments leading to the unification of West and East Germany and the collapse of the communist regimes in Eastern Europe have changed the conception of Europe. Ongoing struggles in Eastern Europe, specifically in the former Yugoslavia, but also in Latvia, Estonia, Lithuania, and the Czech and Slovak Republics exemplify the importance of ethnic-based values within the political arena. Currently, intolerance and xenophobia in Europe are on the rise, along with dissatisfaction of second generation migrants caused by their own cultural alienation and high unemployment rates. The educational field in Europe is responding to these challenges on three levels: internationally, European centered, and within national contexts. International concerns typically deal with the education of migrant students: European cooperation focuses on exchange. Teacher training programs and curriculum development are currently being debated at national and international levels (ATEE, 1 1992). According to Dr. Ir. J. M. M. Ritzen, the Dutch Minister of Education, in 1991, existing programs need to be revised to better prepare prospective teachers for new challenges. Background of the study: a personal perspective The school where I used to teach in the Netherlands was a school community for secondary education, encompassing all levels from vocational to college preparatory. This school, "De Meergronden, “ had been built on the virgin soil of the former Zuiderzee (Southern Sea). Cities in these so-called "polders" provide relatively inexpensive housing and attract many low income families, welfare recipients, guest- workers, and political refugees. This diversity was eventually reflected in the student population. The teaching staff of "De Meergronden" was sensitive to students’ individual needs but teachers had no sound theoretical basis for working with allochthonous students. Cultural diversity of this magnitude was a relatively new phenomenon in the Netherlands that had not yet been incorporated into teacher training programs. My personal experiences concerning diversity included: 1) teaching art to girls from Turkey and Morocco in so-called
Details
-
File Typepdf
-
Upload Time-
-
Content LanguagesEnglish
-
Upload UserAnonymous/Not logged-in
-
File Pages200 Page
-
File Size-