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TOOLKIT FOR CRITICAL MULTICULTURAL EDUCATION

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This site is a pedagogical toolkit of resources surrounding themes and strategies for implementing critical multicultural, anti-racist education. As an aspiring arts educator outside of the traditional classroom, I hope to use these resources when creating programs and curriculum in museums and community arts settings, and to be well-equipped to collaborate with the diverse perspectives and lived-experiences of my students. I hope to enable students to look critically at the world, discern their own position within our socially constructed, hegemonic system, and unveil the inequalities that people face on an interpersonal and institutional level. Through this exploration, I want to empower students to make connections and share their own stories in the hopes of building a more equitable future.

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Many of the resources found in this toolkit have been collected from presentations, projects, class discussions, and a collective Padlet from two courses at NYU: Race, Education, and the Politics of Visual Representation and Critical Pedagogy, Artists, and the Public Sphere. This collection of resources has been categorized into five different categories: Artists & Artworks, Race, Gender & Sexuality, Museum Education & Representation , and Academic books and articles. Each section consists of artworks, articles, artists, videos, photographs, academic papers, projects, and quotes, many of which overlap between different categories in order to promote an intersectional approach to practice. Artists & Artworks primarily consists of contemporary artists, as they are actively working with culturally and contextually relevant themes of identity, race, gender, globalism, and representation. Although they undoubtedly include artists and different academic writings, I have separated out Race and Gender & Sexuality into independent categories as I would like to explore these concepts in institutional settings. Race consists of resources deconstructing race and racism, as well as resources discussing the concept of whiteness. Gender & Sexuality includes topics of gender, sexuality, the construction of gender, and LGBTQ+ subjects. The Museum Education & Representation section includes projects, events, and curriculum that I am inspired by, as well as relevant issues of representation in the museum field. Finally, the Academic category consists of theories, articles, and books that I have found helpful and enlightening, and would like to be able to reference in my future work.  

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This toolkit is by no means static! It is meant to be an ever-changing and evolving toolkit that will continue to grow as I come across more resources and inspiration for being an anti-racist educator.

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White Fragility, by Robin DeAngelo

Quotes pulled from White Fragility, by Robin DeAngelo


  • "The idea of racial inferiority was created to justify unequal treatment; belief in racial inferiority is not what triggered unequal treatment. Nor was fear of difference. As Ta-Nehisi Coates states, 'But race is the child of racism, not the father.' He means that first we exploited people for their resources, not according to how they look. Exploitation came first, and then the ideology of unequal races to justify this exploitation followed" p.16.

  • "Racism has adapted over time to continue to produce racial disparity while it exempts virtually all white people from any involvement in, or benefit from, racism" p. 40.

  • "Averse racism is a manifestation of racism that well-intentioned people who who themselves as educated and progressive are more likely to exhibit... Averse racism is a subtle but insidious form, as aversive racists enact racism in ways that allow them to maintain a positive self image" p. 43.

  • The fallacy that "if someone is a good person, he or she cannot be racist... This sort of racism makes for a very challenging dynamic in which whites are operating under the false assumption that we can't simultaneously be good people and participate in racism, at the same time that we are dishonest about what we really think and do regarding people of color" p.48-49.



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