Recent trends in art suggest that contemporary artists are increasingly more interested in "making" social change and less interested in "making" stand-alone objects. In this spirit, artists and educators are exploring what art can do to address future global challenges associated with accelerating climate change, displacement, social inequities, violence, and poverty. As reactions, participatory and pedagogical turns in art offer unique opportunities for art education at the K-12 level, which remains largely product-driven (Gude, 2013), and at the university level, where teacher preparation programs emphasize building sound lessons that meet standards and align with outcomes. The authors wondered what might open up if, as teacher educators, they intentionally positioned themselves and their students at the center of the uncertainty and ambiguity afforded by relational art practices. In this article, the authors offer curricular examples of engaging preservice educators with social, participatory, and interventionist art practices to offer alternative visions of lived experiences (Loftus, 2009; Pinder, 2008; Richardson, 2010). Each effort brings with it unique contexts and perspectives while at the same time opening up sightlines through which to contemplate what's next for the field of art education.