Teachers' use of the Visual Arts as a lens to explore issues of Diversity within an Irish Classroom Setting

Abstract

In 2020 we witnessed the racial crisis surface over the injustice and discrimination of people of different race and ethnicity, underlining the fact that discrimination is still a prominent issue across institutions and systems in our society today. In a world where hate and prejudice is a learned behaviour, now more than ever, inclusion and the normalisation of diversity and inclusivity should be at the heart of every classroom. The 'hidden curriculum' and teacher have a role in instilling in children open, respectful and positive attitudes towards those outside of their ethnic and cultural norm. This study investigates how the visual arts could be this effective tool as "Art is a critical way of problem-solving, a way of being open to the world, diversifying the world and seeing things in different ways" (Participant A). This study's main research questions focus on exploring whether Irish primary school teachers are using the visual arts as a tool to introduce and normalise people of different race, ethnicity or culture. Using semi-structured zoom interviews as a means for data collection, this research study explores the perspectives of primary school teachers, educators, and professional practitioners of the Visual Arts. The main findings of this study indicate that much of the responsibility for regular and positive diverse learning experiences in the classroom lies with the teacher, observing that the teacher's own experience and values of the Visual Arts and ethnic and cultural diversity is a factor affecting this. Recommendations are made for the Irish curriculum to be revisited concerning guidance and direction on implementing diverse visual arts lessons. Teachers' possible actions to create an ethnically and culturally inclusive classroom and continue their professional development are outlined, and areas for future research are also identified.