Abstract
Abstract Analysis of published materials from the Folk Arts in Education/Folk Arts in Schools movement (FAIE) reveals common themes: valuing nonprofessional artistry, instilling local pride, challenging the dominance of elite and popular culture, acknowledging "indigenous teachers," and promoting collaborative action. After reviewing codified approaches to multicultural education, I suggest that explicating and building on parallels between FAIE and "critical emancipatory multiculturalism" will take FAIE work in promising directions while increasing its relevance for multicultural educators.
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