Multiculturalism and the arts: An analysis of conceptual foundations and policy issues. (Volumes I and II

Multiculturalism is a significant issue in arts policy and arts education policy. Multiculturalism is defined as the coexistence of racial minority groups within a common socio-political system, groups that, while continually undergoing change, are seen and see themselves as having relatively unique shared and transmitted values, dispositions, behaviors, and outlooks as well as a shared economic future and that draw on the loyalty of group members to harness discontent in the face of discrimination and powerlessness as a basis for social and political action. Policies are seen as entailing actions to achieve purposes rooted in human values. This dissertation seeks to resolve policy disputes founded on value-laden concepts of multiculturalism and the arts.;One subject for study is the diverse funding systems of state arts agencies, whose many elements are analyzed. Four value issues underlying alternative policy positions emerge. (1) Cultural pluralism, comprising many views of ethnic group relations, is exposed as an inadequate basis for arts policy goals. (2) Relations of art and culture are complex in a culturally diverse society. While the creation and dissemination of ethnic art has important meanings for ethnic groups, such meaning is qualified and potentially diminished by many factors. (3) Affirmative action and arts policy are then examined. The concept of equal opportunity, in which arts agencies are to adapt affirmative measures to equalize obstacles to funding, is defended. (4) Finally, it is argued that equal opportunity is upheld only by viewing artistic value as variable by culture. Artistic value resides in the capacity of art works to induce, in qualified individuals, integrated experiences of art's aesthetic, cognitive, moral, and religious features.;State education departments and arts agencies have many policy responsibilities for arts education. These agencies' policy goals and means are analyzed revealing the unexamined assumption that discipline-based and multicultural arts education are compatible.;This assumption is explored through review of the multicultural critique of discipline-based art education. DBAE is found wanting on issues of justification, curriculum content, and pedagogy.;Finally, means for the increased effectiveness of policy research in the arts are proposed.