There is a need for art education programs to foster dispositions of reflection and inquiry that inform a critical dialogue about ways in which privilege and power are deeply embedded in educational settings. Helping preservice teachers develop dispositions necessary for navigating the landscapes of learning in educational settings takes repeated…

Three artists from New Mexico who identify as lesbian or queer create work that is informed by their life experiences. Their works show no literal explanations but depict symbolic resolutions. Who they are and what they have experienced have had a strong impact on their work. Through specific materials and distinct color palettes they share…

Does the person become the name or does the name become the person? This question was asked by a participant of my culture jam entitled, "What's my name?" In this culture jam, I asked people to discern the name of a person based solely on their appearance and a list of possible names below their picture. This article aims to show how culture jams…

Art and society must become mutually involved in order that the significance and value of art be realized. (RK)

Discusses the problems of individuals encountering art, whether old or new, and suggests that through understanding audiences might arrive at the art gallery prepared to breast the general difficulties of novelty. (Author/RK)

Author considers art in relation to society's needs. (RK)

Considers developments in art education and the way social currents influence its practice. (RK)

The avant-garde is often a source of basic information about societal change, both reflecting and predicting features of such change. Describes the responsibility of the art educator as helping undividuals of a given generation come to grips with the art of their culture. (Author/RK)

Author explored the concepts of "masculine" and "feminine" as they have been applied to the roles of artist and teacher, and to the characteristics of art works. (Editor/RK)

In considering the relation of art with society the author comments on the ideas of the American philosopher, John Dewey, the art historian, Lord Kenneth Clark, a popular humanistic educator, Clifton Fadiman, and a major cultural critic, Jacques Barzun. (Author/RK)

Reviews gender-related issues that might arise as students are introduced to women's art achievements. Divides women's art into mainstream art and "hiddenstream" art, or art represented by work in textiles, ceramics, and miscellaneous art forms. Includes a chart which shows the name and nationality of over 90 female artists working between 1390…

Author recounted her own search for identity and looked at some of the cultural forces that have shaped her personal and professional life. (Editor/RK)

Author described efforts to educate women art students to regard themselves in a more positive light, and to incorporate the study of women artists into the college curriculum. (Editor/RK)

This article describes the subtle and persistent forms of discrimination women suffer in academic circles. Concludes that women have made progress in academia but have not yet reached equity in their goals, their salaries, their opportunities, or their professional recognition. (JDH)

Author compared art education in this society with a system of art education based on a completely different social and political context from our own. His intention was to explore the role art education plays and might play in relationship to society. (Author/RK)