The notion of 'culture' has long been recognized as an inherent component of both art and design education. What remains uncharted territory are ways by which educators can assess a student's understanding of the complexity behind the production of 'culture'. Contextualizing current pedagogical approaches within anthropological and interdisciplinary theoretical paradigms sheds light on the limitations of present undertakings. Static and stereotypical interpretations of 'culture' fail to account for the complex, multi-dimensional, hybrid, dynamic, intertwining, and ever-changing facets of 'culture' that characterize border crossings and modernization processes. This paper posits that concepts, an artistic...