C ultural diversity is fact. Most North Americans live in dynamic, nonstatic combinations of multiple cultures and subcultures. These overlapping groups may be identified by ethnicity, gender, sexual orientation, age, geographic location and mobility, income, occupation, education, and other factors. In this monograph, I will argue that discipline-based approaches to art education 1 that focus on the multicultural roles and functions of art will help all students to find a place for art in their lives and to understand that members of diverse cultural groups have commonly shared needs for art. 2 For some time, the literature on multicultural education has presented conflicting concepts and promoted conflicting goals, and the definition of multicultural education continues to shift. Definitions, programs, and practices associated with multiculturalism and multicultural education have been variously described as confused, contradictory, inconsistent, and muddled (Grant and Sleeter, 1986).
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Stuhr et al. (1999) studied this question.