Call for Submissions: Art Education Journal Special Issue
Brave Spaces and Next Practices: Reimagining the Preparation of Art Educators
December 1, 2020
Download full call and submission details here.
Submission deadline: February 1, 2021
In the winter and spring of 2020—with the outbreak of the COVID-19 pandemic—schools, colleges, museums, and community art programs around the world abruptly closed down their physical spaces. Art educators and teacher educators scrambled, in a matter of days and weeks, to shift their in-person teaching to virtual platforms. Months later, those lucky enough to still have jobs are continuing to teach online, radically changing our face-to-face teaching spaces and practices to make them safe, or struggling to cobble together some combination of the two.
The widespread community sharing around how to cope with these unprecedented changes was immediate and generous. And it continues. Social media groups invite members to share approaches and tools for teaching art and preparing art teachers digitally; elsewhere, teachers post tips on video camera angles, lighting, audio setups, interactive apps, and other platforms they have successfully developed, adopted, or adapted for remote instruction in a variety of contexts.
Beyond this radical change in how we teach, many educators—together and alone—have faced daunting personal challenges and have amplified our commitments to social justice activism. Susceptibility to the virus for self and family, economic losses and reduced employment, tensions at home due to caregivers managing their own distance education (both teaching and learning) while juggling child and elder care, rising up against racial injustice and inequity, and the most consequential political election in recent history collectively infuse many educators’ lives, work, and social imaginations (Greene, 1995).
These events and concerns that surround us—whether we teach art to young children, teens, college students, or adults, or we prepare art educators to do so, wherever that may be—have forced us to rethink and retool our practices. The field has long been concerned about the lives and practices of art educators and those who teach them (Beudert, 2006; Burton & Hafeli, 2012; Galbraith, 1995; Hafeli, 2002; Milbrandt & Klein, 2008, 2010) and is always concerned about its future (Baer, 2020; Bolin, 2020; Fendler et al., 2020; Kraehe, 2020; Thomas, 2020) and its “perpetually changing now” (Tavin & Tervo, 2018, p. 283). Policies for teacher evaluation (Thomas, 2016) and mandated curricula (Wexler, 2014); shifting concepts about youth (Denmead, 2018; Thompson, 2005); racial and social inequities and critical multiculturalism (Acuff, 2015; Dewhurst & Kendrick, 2017; Kraehe, 2015, 2017; Rolling, 2020); Indigenous teaching practices (Ballengee Morris & Staikidis, 2017); identity, voice, and participatory action research (Castro, 2019; Greteman, 2017); disability studies (Wexler & Derby, 2020); technology and social media (Castro, 2012; Patton et al., 2020); and mentoring early career teachers (Hofsess & Hanawalt, 2020) are just a few recent areas of focus.
This special issue of Art Education explores how art teachers—and, in turn, art teacher educators—can be best prepared for diverse, shifting priorities within continuing realities of virtual teaching and learning, and urgent attention to racial and social justice. What do art educators and teacher educators need to be prepared for, to do, and to consider as they build their professional identities and practices? What constitutes “good” teaching and teacher preparation in art? Who has the authority to decide this? How do we teach and mentor art educators in “getting there” in terms of next practices, wherever “there” winds up to be? How do we prepare art teachers and those who teach them for cultivating meaningful and impactful practices within such sweeping circumstances as global racial reckoning and widespread movements as Black Lives Matter?
You are invited to submit a 2,500-word manuscript (including references) in response to the topics listed below, or that addresses another pressing consideration that relates to the preparation, ongoing development, and mentoring of art educators and those who teach them:
- Preparing art educators for adapting to, shaping, and thriving in unknowable futures
- Formal and informal spaces and communities for the development of art teachers and teacher educators
- Anti-racist practices and culturally responsive/sustaining teaching in art teacher education
- Funds of knowledge (Moll & Cammarota, 2010), funds of identities (Esteban-Guitart & Moll, 2014), and inclusion in art teacher education
- Equity and accessibility in teaching art educators and teacher educators
- Disability studies in the preparation of art teachers and teacher educators
- Virtual, hybrid, and mobile tools and practices for teaching art educators
- Art educators’ and art teacher educators’ views on next practices for teacher development
- Youth voices and Youth Participatory Action Research (YPAR) on what constitutes effective teaching practices and educator preparation
- The role of doctoral programs in preparing art teacher educators
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.”)