Critical Pedagogy in the Intercultural Classroom: The Influence of Values on Participatory Patterns in the Classroom

Author

Misheel Mandalsaikhan, Lesley UniversityFollow

Date of Award

Spring 5-18-2020

Document Type

Thesis

Degree Name

MA - Master of Arts

Department

Expressive Therapies

Advisor

Dr. Ara Parker

Abstract

This thesis explores the influence of values on students’ participatory patterns within higher education settings and considers the importance of value exploration in art therapy education. Based on the theory of critical pedagogy by Paulo Freire, the influence of historically oppressive pedagogical practices on international and minority students is examined. Drawing on literature that identifies factors in students’ participatory patterns, students’ participatory patterns were found to be determined by values more than race or ethnicity. Though broader values exist within racial and ethnic groups, the reduction of ethnic and racial groups to singular values strips individuals of their unique and contextually formed values. These findings highlight the need for re-structuring art therapy education to include learning that emphasizes reflection on values in the development of multicultural competencies and equitable classroom practices. This suggestion has implications for revisions in curricula, pedagogical practices, and teaching strategies in the training requirements for art therapy professionals.

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 License.

Recommended Citation

Mandalsaikhan, Misheel, "Critical Pedagogy in the Intercultural Classroom: The Influence of Values on Participatory Patterns in the Classroom" (2020). Expressive Therapies Capstone Theses. 281.
https://digitalcommons.lesley.edu/expressive_theses/281