White Savior Industrial Complex (WSIC) encapsulates a myth that non-White communities need White outsiders to rescue them. WSIC is one of many ways well-intentioned outsiders fail to serve communities, and teacher education programs perpetuate WSIC by obscuring race, Black culture, and White privilege. In addition to WSIC theory, the author used…

This article is co-written by a student and professor about their reflections of art education course they participated in. The authors use three font colors in this article to chronicle certain memories related to the course content from the perspective of student (orange) and professor (teal). They also use black text to exemplify the blurred…

Contends that, in the last decade, there has been increased respect for teachers' practical theories about teaching and learning. Discusses preservice art teacher education and aspects of reflective teaching. Describes the use of student journals in an art methods course and presents quotes from the journals. (CFR)

This article addresses itself to an examination of the rationales used by art teachers, art curriculum makers, and art teacher-educators for justifying art programs. (Author)

Discusses the criticisms of discipline-based art education published in the March 1988 issue of "Art Education." Responds to the arguments of Peter London, Helen Muth, Norma K. Pittard, and Karen Hamblen. States that art education would be better served if the energy devoted to criticism was directed toward constructive ends. (GEA)