This article explores the following question, posed in the call for submissions to this special issue, dealing with significant 21st-century debates for art education: "How can art educators embrace non-certified individuals who teach art in various settings such as craft stores, after-school programs, and community centers?" While the question appears straightforward, it is actually extremely complex, reflecting deep power-related fissures in the field. We suggest that solutions must be considered in light of the complex ideological, political, and economic forces that permeate the current educational landscape in the United States and situate all educational practices. We argue the need to resist binary thinking and framing the problem as one of competing art educators. We suggest seeking coalitions around expanded notions of education and pedagogy as well as around values such as democratic participation in educational decision making, pedagogical training for all art educators, and fair workplace practices for all educational workers.