Cultivating multicultural dispositions through artistic pedagogy: evidence from artist educators in Singapore

Abstract

ABSTRACT This study examines how Artist Educators (AEs) cultivate multicultural dispositions in Singapore’s harmony-driven and exam-oriented school system. Drawing on 60 lesson observations and 30 interviews, we identified two pedagogical processes – critical thinking through empowerment and understanding positionality of power – through which AEs foster reflexivity, empathy, and awareness of cultural narratives. These processes reflect AEs’ dispositions of authenticity, relationality, and social mediation, and enact key dimensions of Banks’ multicultural education framework. The findings extend transformative multicultural education theory by showing how artistic inquiry can open space for identity work and critical dialogue in conflict-avoidant contexts. Implications for policy, theory, and practice highlight the potential of artistic pedagogy to support deeper, culturally responsive engagement in diverse classrooms.