• Journal of Cultural Research in Art Education
    Vol 36 No 2 (2019)

    Whiteness is pervasive as it permeates every aspect of our society (including art education) and plays a role in almost every social issue imaginable (Kincheloe, Steinberg, Rodriguez, & Chennault, 2000). However, while this is so, Whiteness is rarely explicitly explored in critical ways in art education research. Knight (2006) asserts, “Whiteness is perhaps the foremost unmarked and thus unexamined category in art education” (p. 323). Researchers aren’t considering the ways in which the art education field contributes to the construction of White identity, as well as the ways White identity contributes to the field of art education. How does Whiteness influence power relations in art education research, participants socio-historical location in research, and the analysis and interpretation of data, etc? This mini theme aims to explicitly examine, critique and historicize Whiteness. 

  • "Caucasian Flesh Tone" by Kim Cosier Whiteness and Art Education
    Vol 36 No 1 (2019)

    Whiteness is pervasive as it permeates every aspect of our society (including art education) and plays a role in almost every social issue imaginable (Kincheloe, Steinberg, Rodriguez, & Chennault, 2000). However, while this is so, Whiteness is rarely explicitly explored in critical ways in art education research. Knight (2006) asserts, “Whiteness is perhaps the foremost unmarked and thus unexamined category in art education” (p. 323). Researchers aren’t considering the ways in which the art education field contributes to the construction of White identity, as well as the ways White identity contributes to the field of art education. How does Whiteness influence power relations in art education research, participants socio-historical location in research, and the analysis and interpretation of data, etc? This mini theme aims to explicitly examine, critique and historicize Whiteness. 

  • Borderless: Global Narratives in Art Education
    Vol 35 (2018)
    Who are we in relationship to other cultures and countries? What issues in art education are potent across the world? How can art educators address issues and teach with a narrative of “being global?” This issue’s theme, Borderless: Global Narratives in Art Education, challenges us to look outward as we reflect inward. When facing global issues and divisions on top of contestation about worldviews and ontological discourses, we are challenged to reflect on our established views about and beyond local or regional history and knowledge. In this volume, art educators share their critical and theoretical explorations and responses as global educators.
  • Remix
    Vol 32 (2015)
  • Space, place, and/or time in art and visual culture education
    Vol 31 (2014)

    How do space and place affect the way we experience the world and create art? How do they affect the politics of who we are and how we teach? This volume of jCRAE features articles on the mini-theme of Space, Place, and (or) Time in Art and Visual Culture Education, as well as articles that reflect the rich heritage of publishing research about social and cultural research relevant to art and visual culture education.

  • Space, Place, and Time in Art and Visual Culture Education
    Vol 30 (2013)

    Is the Tower of Babel to be understood as a curse upon humankind or as a wealth of diversity? In art and visual culture education, were we to discuss it, the latter interpretation would prevail, for we have a long and deep engagement with valuing diverse cultures and differences among individuals, and working for social and educational change that will promote social justice. This issue of Journal of Cultural Research in Art Education (jCRAE) continues this rich heritage, with articles ranging from empowering youth experiencing disability to a self-examination of teaching multicultural art education to experiences of immigrant women, and from bases in the US, Syria, China, and Taiwan. Each of the authors works for social justice through education, envisioning another step towards social transformation. The authors use field-based methodologies, bringing readers teaching and learning experiences from classrooms, a field school, a gallery, and interviews.