Titlebook: Arts and Cultural Education in a World of Diversity; ENO Yearbook 1 Lígia Ferro,Ernst Wagner,João Teixeira Lopes Book 2019 Springer Nature

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https://doi.org/10.1007/978-1-137-08168-1ibes the political, social and educational developments in the Netherlands about ethnic and cultural diversity. She does this on the basis of literature research and a survey among Dutch school directors. The question of how schools deal with ethnic and cultural diversity appears to be closely relat

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Kathleen Loock,Constantine Verevis 2030 Agenda for Sustainable Development. Taking the Portuguese education system as a case study, we describe how arts education has been conceived in the national school curricula from the 1960s until today. We then discuss three emancipatory projects of arts education.

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Kathleen Loock,Constantine Verevisducation manual references integration, cultural diversity or multiculturality, interculturality, polyculturality and transculturality (Keuchel S, Wagner E (2012) „Poly-, Inter-und Transkulturalität“. In Bockhorst H, Reinwand V-I, Zacharias W (eds) Handbuch Kulturelle Bildung. kopaed, München, 252pp

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Remaking Texts, Remodeling Scholarshiphistorical perspective, there is a particular focus on interculturality as discussed and practised in Austria. The second part deals more closely with selected examples of arts education research carried out by EDUCULT.

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Arts and Cultural Education in a World of Diversity978-3-030-06007-7Series ISSN 2524-8375 Series E-ISSN 2524-8383

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https://doi.org/10.1007/978-3-031-33501-3culturalism. We introduce these terms to describe and to understand approaches in practice, policy and research. In a second step, these terms are integrated into an analytical matrix, constituted by dimensions that determine different attitudes towards ‘the other’ and towards one’s own cultural practices.

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