Editorial Team
Editors
EDITOR
Indira Bailey, Ph.D. (Claflin University)
Dr. Indira Bailey is an Assistant Professor of Art Education and Program Coordinator of Art Education at Claflin University. She received a dual title Ph.D. in Art Education and Women’s, Gender, & Sexuality Studies from The Pennsylvania State University, an MA in Educational Leadership & Supervision from Kean University, and a BFA in Illustration from Pratt Institute. Dr. Bailey’s research is grounding in intersectionality and feminist theory addressing underrepresented voices K-12 teaching resources to create a diversified curriculum. She engages in narrative inquiry, anti-racism, pedagogy of vulnerability and outsider-within positionality. Her current project is the history of art education archiving and preserving the legacy of marginalized art educators. Dr. Bailey is the 2025 recipient of the J. Eugene Grigsby, Jr. Award.
ASSOCIATE EDITOR
Allison V Rowe, MFA Ph.D. (University of Iowa)
Dr. Allison V Rowe is an Assistant Professor of Art Education and the University of Iowa and affiliated faculty in the School of Art & Art History. Dr. Rowe’s scholarly and creative practices explore social engagement, collaboration and political discourse. She holds a PhD in Art Education from the University of Illinois at Urbana-Champaign, an MFA in Social Practice from California College of the Arts and a BFA in Photography from Toronto Metropolitan University.
Editorial Board
Carolina Blatt-Gross, Ph.D. (Rowan University)
Carolina Blatt-Gross is the Program Coordinator and instructor of Art Education at Rowan University. Previously, she was an Associate Professor of Art Education at The College of New Jersey. She earned a Bachelor of Arts degree from Juniata College, a Master of Arts degree in Art History from the Savannah College of Art and Design and a Ph.D. in Art (Art Education) from the University of Georgia. Appearing in publications such as Studies in Art Education, The International Journal of Education and the Arts and The Journal for Learning Through the Arts, her research addresses art and cognition, social emotional learning and community-based art education. Her current projects explore collaborative public artmaking and have been presented at national and international conferences such as the American Educational Research Association, National Art Education Association and the International Journal of Art and Design Education.
Hsiao-Ping Chen, Ph.D. (Grand Valley State University)
Hsiao-Ping Chen earned her M.A. and Ph.D. in Art Education from The Ohio State University. She is a professor of art education in the Department of Visual and Media Arts at Grand Valley State University, where she has taught courses in curriculum integration, digital creativity, 2D design, digital data design, and art education for pre-service K–12 teachers, as well as visual arts integration for PK–6 elementary education. Her research interests include the integration of computer technologies, identity construction, creativity, and curriculum development for arts integration. She is the author of From Artmaking to Identity Making and co-author of Introduction to Integrating Music, Art, and Theater in Elementary Education. Her work has been published in the International Journal of Education through Art (IJETA) and appears in InSEA publications.
Sean Justice, MFA Ed.D. (Texas State University)
Sean Justice teaches art, coding, and creative confusion at Texas State University, where he explores what happens when teachers, students, and computers tangle with each other. His research looks at how learning changes in the digital age—elegantly, precariously, serendipitously. When he is not teaching, researching, or writing about teacher education, he make photographs, videos, and generative animations that play with light, time, and uncertainty.
Luke Meeken, Ph.D. (Miami University)
Dr. Luke Meeken is an assistant professor of art education at Miami University in Oxford Ohio on the traditional homelands of the Myaamia and Shawnee people. His research attends to the cultivation of critical sensitivities to the material qualities of digital and physical places of arts learning. In this work, he draws upon critical and performative digital materialisms, and critical and anticolonial readings of place and place-making. Through these lenses, he examines the habits of attention youth bring to the material histories, politics, and embodied interactions of the digital places they participate in and create. Prior to his doctoral studies, Meeken was a high school digital and traditional media art teacher, and was the lead curriculum designer for Virginia Commonwealth University’s CurrentLab project. He also developed and taught summer programming with the Smithsonian, exploring critical and creative potentials of digital materials with middle and high school students, for ten years.
Wendy Miller, Ph.D. (University of Northern Iowa)
Dr. Wendy S. Miller Professor of Art Education and coordinator of Art Education at the University of Northern Iowa, where she teaches studio, and undergraduate and graduate art education courses. She is a community-based art educator and her research focuses on community building through collaborative art making to create artwork around common messages of social awareness and inclusive practices locally and globally. Miller often centers her work around social emotional learning and teacher resilience through art making. She was a Nationally Board Certified elementary art teacher for a decade and holds a PhD in Teaching and Learning: Art from the University of Iowa and has over 25 years of experience in PreK-Higher Education art education settings.
Amy Pfeiler-Wunder, Ph.D. (Kutztown University)
Dr. Amy Pfeiler-Wunder, serves as the associate dean for the College of Visual and Performing Arts, Kutztown University. She taught for 15 years in the Department of Art Education, Kutztown University serving as chair for two years and the master’s in art education coordinator. Her love and joy for teaching included courses in the undergraduate and graduate programs in art education and doctoral courses in transformational teaching and learning in the Department of Secondary Education. She earned her Ph.D. in Teaching and Learning: Art from the University of Iowa and has over 25 years of experience in PreK-Higher Education art education settings. As an educator/researcher/artist her projects are often collaborative, navigating the intersection of narrative inquiry, action research, and cross-pollination of disciplines with keen attention to the impact of professional identity and positionality on the views of learners and curriculum creation. Dr. Amy Pfeiler-Wunder presents her research at regional, national, and international conferences and has published in both books and peer-reviewed journals. She also creates artist books on m/othering, and her relationship to the farming landscape of her youth. She has been active in the National Art Education Association (NAEA), currently serving as the past chair of the NAEA Research Commission after serving as chair for two years. She was recognized by her peers and the NAEA Association as the National Higher Education Art Educator and Eastern Region Higher Educator, 2024.
Karin Tollefson-Hall, Ph.D. (James Madison University)
Dr. Karin Tollefson-Hall is Professor of Art Education and Associate Director of the School of Art, Design, and Art History at James Madison University. She earned art education degrees at the University of Northern Iowa and the University of Iowa. Dr. Tollefson-Hall has served multiple roles in NAEA and VAEA including being named a VAEA Fellow and Art Educator of the Year in 2023. Her teaching and research interests focus on school improvement, contemplative practice in education, the scholarship of teaching and learning, and diverse pedagogies. In addition to art education courses, she serves as the co-director of the Book Arts Minor at JMU teaching bookmaking and papermaking.
Christopher M. Schulte, Ph.D. (University of Arkansas)
Christopher M. Schulte is Associate Dean for Academic Affairs in the J. William Fulbright College of Arts and Sciences and Professor and Endowed Chair of Art Education in the School of Art at the University of Arkansas. He is also founding director of the Center for the Study of Childhood Art (CSCA), a center for interdisciplinary research, teaching and community engagement focused on reconceptualizing the study and practice of the visual arts in children's lives. Grounded in childhood studies and informed by critical, poststructuralist, posthumanist and decolonial approaches, Christopher's research considers the artistic, play-based, and aesthetic practices of children, with particular attention given to drawing and its relationship to historical and contemporary childhoods. His written scholarship has appeared in handbooks, edited anthologies, and a wide range of national and international research journals. Christopher is co-editor with Dr. Laura Trafi-Prats of New Images of Thought in the Study of Childhood Drawing (2022, Springer), co-editor with Dr. Hayon Park of Visual Art With Young Children: Practices, Pedagogies and Learning (2021, Routledge), editor of Ethics and Research With Young Children: New Perspectives (2019, Bloomsbury), and co-editor with Dr. Christine Marmé Thompson of Communities of Practice: Art, Play and Aesthetics in Early Childhood (2018, Springer).
Albert Stabler, Ph.D. (Illinois State University)
Albert Stabler is a white cis male, middle-class, nearsighted, neurodivergent writer and teacher with interests in art and activism. He has written primarily about contemporary art and art education, focusing on race, disability, and punishment, and his work has appeared in major art education journals, as well as in Third Text, Critical Arts, Law and Humanities, and Helvete: A Journal of Black Metal Theory. He has over 25 years of experience in teaching and arts-related community work.
Rahila Weed, Ph.D. (University of Central Missouri)
Dr. Rahila Weed is currently Professor and Program Director of Art Education at the University of Central Missouri. She received her Ph.D. and her M.A. from the University of Iowa. Dr. Weed teaches art education and foundational art history courses, bookbinding, and supervises student teachers. Dr. Weed’s work is in the areas of art and autism. She has one monograph, Art and Autism (2009, ISBN 9783639197198), in print, and has published several articles on art and autism. In addition, she is an active member of the Missouri Art Education Association and the National Art Education Association, participating and presenting each year in state and national conferences and serving as an elected member of the state council. More recently, she has published in the area of co-teaching as a model for student teaching.
Libba Willcox, Ph.D. (Indiana University-Purdue University Indianapolis)
Dr. Libba Willcox is currently Assistant Professor at Indiana University-Purdue University Indianapolis. She has a joint appointment between the School of Education and Herron School of Art + Design, where she teaches undergraduate methods courses for elementary generalists and art educators. She earned a BFA and MAEd in Art Education from the University of Georgia. Willcox holds a dual Ph.D. from Indiana University in Philosophy of Education and Curriculum and Instruction with an emphasis in Art Education. She engages in critical qualitative research, collaborative autoethnographic research, and arts-based research endeavors to better understand teacher education and higher education. Her research interests include teacher burnout, vulnerability, liminality, data visualization, and feminist pedagogy.