本文呈現由美國與牙買加藝術教育學者共同參與的線上跨文化合作教學實例，探索並實踐多元文化藝術教育的新領域。本文兩位作者合作策劃並共同教授多元文化藝術教育課程，以探討該領域的挑戰與發展機會。藉由行動研究法，作者分析在線上情境中，本課程可能遭遇的多元文化挑戰。在分析本課程時，作者以多元文化教育、線上教育與遠距教學相關文獻為研究基礎。這些資料分析顯示，線上情境可創造兩國之間的交流機會、讓學生認識彼此的文化、透過服務學習的過程認識本地社區的文化，並透過個人身分的解構來分析各自的多元文化經驗。本文同時也探討多元文化教育目標引發的難題與成果，以及線上教學帶來的可能性。

This article presents an online, cross-cultural collaborative teaching
experience involving art educators from the United States and Jamaica
exploring and implementing multicultural art education. A partnership
between the co-authors of this article led to the collaboration to co-teach the course on multicultural art education that represented challenges and opportunities for the same topic. Through an action research approach, we analyze the course’s multicultural challenges revealed within the online context. Literature on multicultural education and online education and distance learning provides a basis through which the course was analyzed. Data analysis suggests the online context allowed for the creation of relationships across the two countries, the engagement of those relationships with one another as well as with the students’ own local communities through service-learning, and the analysis of their multicultural experience through personal identity deconstruction. Challenges and outcomes are discussed relative to multicultural education goals and such possibilities through online teaching.