To discuss my research questions, I incorporated the students’ drawings in the research diagram because they represent the students’ understanding of key concepts after the class discussions and inner worlds. Ontologically, they function as a cartography producing new insights for multicultural art education at school (Haseman, 2006: 98-106).
How can artistic-pedagogical-hybrid practices be used in art as a subject at multicultural middle schools to address intersectional discrimination and climate change?
Why do these practices matter?
How do art teachers understand their power positions while teaching in multicultural environments?