Intercultural arts-based research inquiry: first marks of the reformer's brush

The conflict education situation in Australian government schools presents an image of a traditional system detached from contemporary global trends in arts education. Recent significant reforms in Australian education, particularly with the introduction of the first national Australian curriculum (ACARA, 2014), align strongly with a global focus on developing twenty-first century critical and creative skills. Today, most arts educators strive to foster these skills in their classrooms; yet evidence shows they often lack the confidence and knowledge to foster that creativity and imagination. Additionally, primary arts instruction in these schools is mandated to four hours a week; yet professional development in teacher education seldom provides the necessary specialised knowledge, skills and experience to teach the arts effectively.