Abstract
AbstractWhat kind of art education best takes up the educational opportunity of cultural diversity? This article draws on Merton's distinction between local and cosmopolitan perspectives on culture to contrast different models of art education in a multicultural society. An example is given to illustrate a local perspective on education which seeks to affirm pupils in their own culture. This model is underpinned by a particular view of culture, pluralism, art and education. Alternative views on each of these constituent elements are explored in order to make a case for an alternative model of art education ‐ one which goes beyond culture and which can more properly be described as cosmopolitan.
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