Abstract
Exclusionary practices along with inaccurate and incomplete information have historically been used in the classroom by the dominant White culture as a means to disempower minority youth and widen the chasm between opposite ends of the power structure. Although reproducing the existing power structure may not be a conscious motive of art teachers in the 21st century, many of their actions replicate conditions necessary for domination by the Euro-White culture. Admirably, art educators have a history of being on the cutting edge of innovative ideas and inclusionary practices. The movement to include art from many cultures in art curriculums is an exemplary curricular milestone benefitting minority students. However, it is within the realm of multiculturalism that theory and practice slowly drift apart, often resulting in art teachers teaching students whose cultural heritages are very unlike their own. This can present an awkward position for art teachers who possess good intentions to include minority art but are deficient in the understanding, training or direction which would most benefit their students.
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