Cultivating multicultural dispositions through artistic pedagogy

Evidence from artist educators in Singapore

Bibliographic Data

ID23311602
AuthorsPamela Costes-Onishi (0000-0003-2356-5453, Nanyang Technological University, corresponding author), S S Teng (Nanyang Technological University), Varsha Vignesh (National Institute of Education Sciences)
Year2026
Volume18
Issue3
Pages1-20
Publication date2026-07-30
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueMulticultural Education Review (JOURNAL)
Journal identifiersISSN: 2005-615X • E-ISSN: 2377-0031
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/2005615x.2026.2705686
OpenAlexW7171861385
LanguageEN
References cited46

This study examines how Artist Educators (AEs) cultivate multicultural dispositions in Singapore’s harmony-driven and exam-oriented school system. Drawing on 60 lesson observations and 30 interviews, we identified two pedagogical processes – critical thinking through empowerment and understanding positionality of power – through which AEs foster reflexivity, empathy, and awareness of cultural narratives. These processes reflect AEs’ dispositions of authenticity, relationality, and social mediation, and enact key dimensions of Banks’ multicultural education framework. The findings extend transformative multicultural education theory by showing how artistic inquiry can open space for identity work and critical dialogue in conflict-avoidant contexts. Implications for policy, theory, and practice highlight the potential of artistic pedagogy to support deeper, culturally responsive engagement in diverse classrooms.

Cultural competence · Cultural pluralism · Multicultural education · Multiculturalism · Teaching method · Visual arts education · Art Education and Development · Global Education and Multiculturalism · Socioeconomic Development in Asia

Tools

Open DOI