Citation

Clover DE. Adult Educ. Q. 2006; 57(1): 46-61.

Copyright

(Copyright © 2006, SAGE Publishing)

DOI

10.1177/0741713606292476

PMID

unavailable

Abstract

Increasingly, practices of collective arts-based learning are being used by adult educators and community organizations as creative and participatory ways to respond to contemporary social or environmental issues. Investigating the potential contributions of arts-based learning to cross-cultural and antiracisms adult education was the aim of this qualitative comparative study in Ontario and British Columbia. Through the lens of antiracisms theories and from data obtained through open-ended interviews with project participants and artist-educators in three diverse arts projects, this article highlights some of the characteristics that make arts-based learning a culturally appropriate and effective, imaginative tool. But it also draws attention to the risks involved in creating public art and tacking difficult issues such as racism in contemporary Canadian society.