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Call for Submissions: Art Education Journal Instructional Resource Special Issue

The Color of Change: It Can’t Wait

Art Education Journal Call for Submissions

Download full call and submission details here.

Submission deadline: January 15, 2021

It is difficult to imagine anyone living in the United States in the spring of 2020 not having heard the name George Floyd. Like millions of other people, we viewed the video of Floyd’s arrest in utter horror and dismay as a police officer used his knee to press down on Floyd’s neck, unrelenting for approximately 9 minutes as he ultimately snuffed the life and the words “I can’t breathe” out of Floyd’s body. In a matter of minutes, another Black life slipped away (Bailey, 2020).

This death, and so many other recent events of police brutality, captured vividly the continuation of a long and painful history of anti-black racism, beginning with colonialism and the Middle Passage of the trans-Atlantic slave trade. Anti-blackness is so normalized today that it emboldens symbolic violence of hate speech, violence of neglect through apartheid conditions, physical violence of overpolicing and state-sanctioned killing, and vigilantism at the hands of agents who have assumed impunity since the time of slave patrols. This is what the protests across the United States and major global cities are about.

Justice-minded people are responding to not only histories of racial injustice, but also the everyday cumulative effects of racism that take a toll on Black and Brown bodies. Everyday racism is perpetuated in social, political, and cultural institutions, including art and education. It should surprise no one that Black Lives Matter, the Movement for Black Lives, and other anti-racist social movements are taking place now. New data that have emerged during the COVID-19 pandemic make clear what Black people have been saying for a long time. In a crisis that has had a negative impact on people from all walks of life, COVID-19 has delivered a disproportionate blow to Black, Brown, and Indigenous people. This is not an accident. Laws, social policies, and institutional practices have created a system rife with housing insecurity, lack of health facilities, and food deserts—among other structural issues such as employment discrimination and underresourced schools—that put people of color at a disadvantage in terms of health, education, and well-being not just in the United States but in many other countries across the world. This same system privileges other members of society with distinct, even if unacknowledged, racial advantages.

As educators at this moment, we have the opportunity and responsibility to continue educating ourselves and others, work as allies with all those fighting against racial injustice by taking concrete actions that push art education to make structural changes toward becoming a field where all may thrive. As art educators, we have the power to envision and contribute to a more just world.

We invite Instructional Resource manuscripts that address the following themes:

  1. Anti-racist arts practices and artworks that visualize these ideas.
  2. Art projects taught and reflected upon by art teachers and their students.
  3. The complexity of anti-racist art teaching.

Topics to Consider

Black Lives Matter

  • Race, policing, and violence
  • Uprising, protest, and resistance
  • Politics of racial/ethnic representation
  • Housing, gentrification, and displacement
  • Slavery and reparations
  • Black Lives Matter and Indigenous activism
  • Intersectionality
  • LGBTQ+ identities

Whiteness

  • Whiteness and coloniality
  • Immigration and xenophobia
  • White privilege and meritocracy
  • Public monuments
  • History of white looting
  • Anti-black aesthetics

Global Racisms

  • Coloniality
  • Racial capitalism
  • Resistance, protest, and solidarity
  • Climate change and ecojustice
  • The movement to defund the police

Other Considerations

  • Revisionist art education histories
  • Self-reflexivity in the discipline of art education

Instructional Resource Structure

  • What prompted the activity/lesson/curriculum inquiry?
  • Framing concept (prompts on the left) and its history
  • Sociohistorical and cultural contexts of the group/site, artist, and/or teacher (based on lived experience, direct observation, literature, or interview with the artist or media recordings with the artist)
  • Artist(s)
  • First-person description of what happened (activity, pedagogical experience, student’s voice)
  • A personal reflection on what worked, what didn’t, and what’s next
  • 7–10 images (artist works, visual culture, and/or student work process/product)
  • Resources/literature about the concept and artist(s)

How to Submit

All submissions for the special issue should follow the established submission guidelines for the Art Education journal as listed here (Click on the link “Instructions for Authors.” Please indicate “Special Issue” manuscript when you submit.)

Word Count: 2000–2500 words including references.


Co-Editors:
(in alphabetical order)
B. Stephen Carpenter, II
Kendall Crabbe
Dipti Desai
Ami Kantawala
Amelia M. Kraehe
Ashley Mask
Asavari Thatte

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