Abstract
ABSTRACTThe main goal of this study is to examine how teachers and students experienced the implementation of educational activities, materials and related pedagogical strategies of collaborative art-making. The activities were designed to strengthen intercultural education and inclusion practices, reduce social and academic marginalisation and increase the participation of marginalised children in the curricula, cultures and societies of schools. The current study examines only the implementation of activities in Cyprus. The findings of this study suggest that collaborative art-making allowed the voices of culturally diverse students to be heard, promoting the exchange of ideas and stories regarding diversity. Additionally, the implementation of the activities led to the development of students’ civic efficacy and democratic agency, while it contributed to friendship development.
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