This articles explores authoritive problems in interpreting art education in research, namely authorization and authorship. Authorization rites and rights are now under institutional surveillance. A researcher should proceed with ethical fairness. The process of authorship is one of the negotiation of conflicting meanings, and at times subject to "overinterpretation" due to differences in theoretical traditions. Authority is rarely singular, especially after editorial review, and is actually a collective voice of experts and participants. In building an argument, a researcher can rely on different levels of authority: personal experience and expert opinion, dialogous consensus, and a polyphonic or triangulated interpretation. The latter types become more significant for a postmodern world. Authority, therefore, is a shared experience and responsibility. (KM)