For this interculturalisms issue we invited contributions that considered ways of exploring cultural transformation, intra-and interculturalism and socially just practices in artistic and creative education. Authors were invited to consider ways that the sites and spaces we practice in, learn in, teach in and research in can contribute to or hinder social and cultural change. Our call for papers began with a visual provocation from our JACE intern University of Melbourne student, Emmanuelle Brizuela. Emmanuelle drew on a range of personal sites and cultural spaces she inhabited to think about how a young person in Melbourne lives, learns and works in a multi-layered and multi-tiered inter-cultural world. Now we are ready to publish JACE and this issue includes five papers written by authors that explore ways that each have moved from multicultural or cultural practices to intra-and interculturalisms in their sites. Each of them consider ways that international arts education can explicitly engage with intercultural education models and frameworks, critical pedagogies and practices for more diverse and inclusive classrooms.
JACE is an inter/cross/multidisciplinary journal in its reflection of teaching and learning contexts in the arts, and seeks to present a range of artistic and creative education practices. It has been a space for educators, practitioners and researchers to create, evaluate, analyse and hypothesise issues in artistic and creative education in a range of educational contexts internationally for over ten years. JACE is supported and published by the Melbourne Graduate School of Education, as an English language journal that promotes relationships between the arts and education, while addressing issues in, through and across artistic and creative education sites.
We are keen to publish and share practice and research that explore the relationships between education and the arts; present and investigate multiple viewpoints in artistic and creative education; consider teaching and learning in the arts (formal and informal); and, ways in which arts based and praxis oriented issues across a diverse range of educational contexts through visual/textual forms can be explored.