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Arts Education in Contexts of High Diversity or Intercultural Education Through the Arts: Measuring Overlaps and Exploring the Gaps

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Abstract

The study explores the potential of arts education to contribute to the development of intercultural competencies and the challenges and possibilities for harnessing its potential. It does so based on an analysis of the impacts of a 2-year-long arts education project implemented in schools characterized by high levels of cultural diversity in Catalonia, Spain, and a focus group discussion with the participating teachers and artists. The results suggest that arts education can contribute to enhancing cultural awareness and knowledge, improving relations among classmates, raising awareness of cultural expression as a human right and enhancing perceptions of schools as places for expression of one’s own culture. However, impacts are not automatic and arguably differ by discipline. More targeted evaluation frameworks that capture a broader range of intercultural competencies would contribute to generating better understanding on the topic. At the same time, increased opportunities for specialized training for both artists and educators could contribute to better harness the potential of arts education to contribute to the development of intercultural capacities among students from diverse cultural backgrounds.

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Notes

  1. 1.

    In line with this distinction and as discussed below, we use the concept of interculturality as a basis for the analysis of our own data, but we do not distinguish between multiculturality and interculturality in the review of the existing literature in Spain.

  2. 2.

    ConArte Internacional. (2017). Evaluation Project «Planters». Música, teatro y danza en las escuelas e institutos públicos. 1st cycle: Curso 2014–2015/2015–2016. Girona.

  3. 3.

    Due to the lack of adequate control variables for the two groups and the fact that different artistic disciplines were introduced in each, it is difficult to evaluate the impact of the different degrees of diversity within the examined groups on the results.

  4. 4.

    The lack of a control group in the study also makes it difficult to exclude the impacts of differences between the local and seasonal availability of artistic performances as factors.

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Authors and Affiliations

  1. UNESCO Chair in Cultural Policies and Cooperation, University of Girona, Girona, Spain

    Nevelina Pachova & Gemma Carbó

Authors
  1. Nevelina Pachova
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  2. Gemma Carbó
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Correspondence to Nevelina Pachova .

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Editors and Affiliations

  1. Instituto de Sociologia, Departamento de Sociologia - Faculdade de Letras, Universidade do Porto, Porto, Portugal

    Lígia Ferro  & João Teixeira Lopes  & 

  2. Academy of Fine Arts, Munich, Germany

    Ernst Wagner

  3. Friedrich-Alexander-University Erlangen-Nuremberg, Erlangen, Germany

    Ernst Wagner

  4. ISCTE-IUL, CIES-IUL, Instituto Universitário de Lisboa, Lisbon, Portugal

    Luísa Veloso

  5. ENO Independent Associate Member, Faculty of Arts, Radboud University of Nijmegen, Nijmegen, The Netherlands

    Teunis IJdens

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Pachova, N., Carbó, G. (2019). Arts Education in Contexts of High Diversity or Intercultural Education Through the Arts: Measuring Overlaps and Exploring the Gaps. In: Ferro, L., Wagner, E., Veloso, L., IJdens, T., Teixeira Lopes, J. (eds) Arts and Cultural Education in a World of Diversity. Yearbook of the European Network of Observatories in the Field of Arts and Cultural Education (ENO). Springer, Cham. https://doi.org/10.1007/978-3-030-06007-7_5

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