Call for Submissions: Art Education Journal Special Issue

Color of Change II: Teaching in Tumultuous Times

Download full call and submission details here.

Submission deadline: May 10, 2022

We live in a time of great change with authoritarianism and populism on the rise globally. Yet in these distressing times, there is a wellspring of alternative grassroots organizing that is increasingly led by youth. Both these movements—populism and grassroots activism—force us to question what we mean by social and institutional change. There is, however, a tension between the tools of authoritarianism and the promise of education to bring about change.

Education in the United States is seeing a powerful revival of censorship targeting a range of topics, including teaching social–emotional learning (SEL)—a foundational aspect of education—and critical race theory (CRT). Thirty-five states have passed 137 bills that limit what schools can teach about race, American history, Black Lives Matter, safe spaces, politics, sexual orientation, and gender identity, among other topics that are said to create discomfort, guilt, or anguish on the basis of emotional and political beliefs (Gross, 2022). Censorship in schools can also lead to a narrow worldview with holes in the cultural and international education of our children (Gross, 2022).

This call is for manuscripts (including articles, instructional resources, and autobiographical accounts) that address how we, as art educators, understand what change means in relation to communities, bodies, and learning spaces. Change happens in the context of identities and ideas that are always intersectional. We invoke Black feminist and legal scholar Kimberl  Crenshaw’s (1989) coining of the term intersectionality and inspiration from her work to analyze and address the intersections of multiple forms of experience, privilege, marginalization, and oppression. We seek submissions that address the complexities, contradictions, and intersectionalities of teaching in tumultuous times. Teaching art and history in ways that are entangled with aspects of identity such as race, religion, gender, sexuality, ability, and social class—which come into contact with radically different worldviews—is the focus of this special issue.

Art educators are invited to explore the notion of social change in relation to intersectionality in both theory and practice by responding to one of the following questions in their manuscript/instructional resource.

  • What types of social changes in art education are possible or imagined?
  • How are people affecting change in service to all bodies?
  • How do art educators address social change using an intersectional lens?
  • In what ways do art educators incorporate or apply intersectionality in their classroom?
  • Why is it important for art educators to use intersectionality theories to inform their practice?
  • What can intersectionality offer to the field of art education?
  • Whose version of change in art education are we talking about?
  • How might we engage with concepts such as discomfort, guilt, or anguish as they relate to change?
  • How are artists and cultural workers engaging in models of change that may relate to art education? We ask authors to employ a variety of intersectional lenses such as critical race theory, queer theory, poststructural feminism, Marxism, and disability studies or a combination of these or other related theories.

Topics to consider in relation to the selected question:

  • Identity and justice
  • Multiple identities and oppression
  • Antiracist/antibias education
  • Critical pedagogies and curricular approaches
  • Gender and sexual identity
  • Bullying and bias
  • Immigration and xenophobia
  • Race and ethnicity
  • Culturally relevant/responsive/sustaining frameworks
  • Rejecting ableism
  • Community-based art education and classroom initiatives with immigrant students
  • Diversity work as a site for critical praxis
  • Abolition/abolitionist teaching
  • Power relations, social inequalities, and social justice

Types of manuscripts:

  • Autobiographical accounts framed from the position of personal experience, either as practitioners, facilitators, or those who have experienced marginalization through intersectionality
  • Instructional resources specifically focused on intersectionality
  • Articles
  • Graphic accounts

All types of manuscripts should include a robust introduction articulating the author’s understanding of their intersectional lens that uses scholarly sources in relation to at least one of the questions asked and the selected theme. Authors must include a section on their positionality that articulates their understanding of the concept of race as developed through their own experiences as racialized individuals.

Word Length: 2,500 words or less, excluding references

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