In this article, internationally renowned artist and educator Judy Chicago reflects on her teaching and on my own interpretation of her pedagogy in three projects: "Womanhouse" (1971-1972), "At Home" (2001-2002), and "Envisioning the Future" (2003-2004). From a comparison of pre- and post-open-ended questionnaire responses given by 62 participants…

The belief that art should not be a handmaiden to social studies has continued in art education discourse since the 1920s. What role does the handmaiden play in this cultural narrative? Who is the handmaiden? We explore the handmaiden metaphor in art education and in popular texts. She is both needed and despised for her metaphorical acts of…

The value of recent theoretical perspectives in art education does not lie in providing comprehensive definitions that include all the artifacts and properties that "count" as visual culture, material culture, or mass arts. Instead, the value of articulating theoretical perspectives lies in mapping the terrain of cultural phenomena. In this…