Schools have always been subject to an overwhelming variety of socio-political demands, which shift in response to the political climate--impacting art education in different ways. The current debate on social and political issues in art education is not new. Beginning with McFee (1966), and particularly since the 1970s, there has been a growing body of literature relating art education to social issues. However, its resurgence at this particular historical moment requires the authors to revisit the question: "What should the relationship be between art education in schools and society at large?" This question is not simply academic but also has real consequences in such perilous times for the future of art education in schools. The war on terrorism, the curtailing of civil liberties under the Patriot Act, the censorship of civil society, and the increased militarization of life have created a state of uncertainty. Adding more layers to these unsettling times are the forces of globalization that contribute to a world that is simultaneously connected, yet extremely fragmented; racism, often state sanctioned, has been implemented in different ways around the globe; and the world's economy, dominated by transnational corporations, has increased the gap between the rich and poor. In order to keep the possible roles of art in a democratic society alive in teaching, the authors focus on two beliefs that shape understanding of social justice art education and also explore contemporary art practices that may assist and inspire students in engaging critically with a variety of pressing issues. (Contains 2 endnotes and 1 table.)