Abstract

This thesis explores one secondary art teacher's journey into multicultural education, multicultural art education and issues in holistic education. It delves into the difficulties and expectations in creating a classroom culture where all students feel validated and respected, and mutual understanding is fostered across cultural borders. Specific needs of multicultural students are addressed in regards to their education. Then due to an unexpected turn of events which led to a five week study abroad in India, the research looks at ways to incorporate a holistic approach, and spiritual dimension, to multicultural education based on Tibetan Buddhist principles. This narrative looks to find connections between cultural representation within the curriculum, student engagement, and teacher satisfaction. This thesis uses both narrative inquiry and autoethnography as methodologies. It includes field notes from India, as well as excerpts from my teaching journal in the classroom, which are woven into a narrative research text. It also includes an autoethnographic section describing my connection to the Hispanic community and why this study is relevant to my teaching practice.

Degree

College and Department

Fine Arts and Communications; Art

Rights

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