Dear Camila Vasconcelos , I don't see how anybody would disagree with the introduction of Arts Integration in the classroom. I think exposing people to as many different cultures as possible as early as possible I think would only serve to produce better citizens, and also I don't think it would be a threat to any objections of diluting any notion of 'national identity' - I think it's the latter that's artificial, if anything, and that humans are cosmopolitan by nature.

Best Wishes,

Haris

Thanks, Haris for your contribution.

I agree that early exposure to diverse cultures can foster more open-minded and globally aware citizens. Your point about national identity is particularly interesting—it raises the question of how cultural education can balance both preserving traditions and embracing global interconnectedness.

From my perspective, Arts Integration can help to introduce students to a variety of cultures while providing a chance for them to reflect on their own heritage. Rather than diluting national identity, it can actually help students understand its evolving nature and recognize its place within a broader cultural landscape. Do you think there are specific ways schools can approach this balance effectively? How do you believe we can encourage teachers to take action in this sense?

Dear Camila,

Of course, we can quickly agree on its importance—the key lies in building a robust argument to support that position. If you haven’t already explored them, I’d recommend starting with the documents from the UNESCO World Conferences on Arts Education (Lisbon 2006; Seoul 2010). These resources compile substantial evidence advocating for the transversal integration of the arts across educational areas—beyond just specialized disciplines—as well as the active involvement of artists in classroom spaces.

While this isn’t my primary academic focus, I’m deeply interested in the approach and its broader dissemination. Please don’t hesitate to reach out if I can be of any assistance from Argentina—I’d be glad to contribute however possible.

Dear Federico Luis Escribal,

Thank you for adding value to the discussion, and sharing the UNESCO World Conferences on Arts Education—I’m looking forward to revisiting those documents with a renewed perspective.

Although Arts Integration and Multicultural Education are my primary areas of interest, I’ve been increasingly curious about how these approaches are being practiced across Latin America, especially in university programs preparing future educators. Since I haven’t taught in the region for some time, I would love to hear more about your observations from Argentina: How are traditional art forms being preserved and integrated into teacher training programs? Are there specific initiatives or policies encouraging the safeguarding of cultural heritage through education?

I’d truly appreciate the opportunity to continue this conversation with you—perhaps even find ways to collaborate on shared interests. If you have any publications, projects, or academic groups you’re part of, I’d love to learn more.

Dear Camila Vasconcelos ,

Really nice discussion!

Regarding your questions, it'll have to be from the perspective of a) a non-specialist and b) somebody who lives in a country which is rather confused about its identity is that seeps through education (referring to the Republic of Cyprus - here the Church has I think overseen all but one appointments of the Minister of Education since Independence in 1960).

I think to answer your questions a) and b), it'd be good to get teachers to appreciate Art more and free time for it in the Curriculum (both wives of my brothers are primary school teachers, and I think their answer to our discussion here would be 'we'd love to, but we face so many other pressures for the curricula). If this were to happen, then I think maybe exposure to various forms of art and expression from many different traditions, with student assignments specifically to do internet (say youtube) research comparing say art works both from the country where the school is and an other country could be a nice exercise. Just a thought :)

Best Wishes,

Haris

PS: As an aside, Federico Luis Escribal , I find it really interesting that UNESCO is taking the lead in this, I'd love to know their basic assumptions, whether for example they are pro-cosmopolitanism or not (given the political climate in much of the world and the growing obsolescence and hostility towards the UN).

Hi Haris, thank you for joining the conversation and for your consideration. I understand your point. Here in Argentina, the excessive influence of the Catholic educational system has diminished since the tragic experience of the dictatorship (1976-1982). From my own perspective, I fear cosmopolitanism, since it has contributed to the ideological laundering of the forced westernisation of our societies, often with tragic consequences; but I understand the tenor of your concerns. As far as I remember, these instruments have that neutral tone, as a result of the need for their consensual construction. But I haven't revisited them in depth for some years. I do remember that the way in which I intended to intervene in the educational system through the arts was ambitious and would be very fruitful, at least in my region and particularly in my country.

Dear Federico Luis Escribal , I can hear you about dictatorships and the connection to repressive education and the Church being in on the act.

As for cosmopolitanism, I also feel you there too, I have complained sometimes about for example the way relationships are portrayed in Hollywood films and how these get forced upon us as other sources of cinema are less available. Also, on the same lines I'm wary of Netflix exploring mediocre american culture when it could've promoted world culture so much more (though there are exceptions to this). However, I'd still trust the UN as an idealistic project.

Best Wishes,

Haris