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.

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Editorial Board

Glynnis Reed- Conway, Ph.D. (Kutztown University)

Dr. Glynnis Reed-Conway is motivated by art’s capacity to build worlds and work as a healing and liberating force. Her artistic and scholarly activities weave artmaking and creative writing practices, Black feminism, autoethnography, and Africana religious studies. Her research interests also include feminist disability studies, art of the African diaspora, extended reality, artificial intelligence, feminist art, and queer and trans of color critique. An accomplished professional visual artist, Dr. Reed-Conway holds a dual Ph.D. in Art Education and Women’s, Gender, and Sexuality Studies from Penn State University and an M.F.A. in Studio Art from the University of California, Irvine. She is  a co-editor and contributor to the edited collection BIPOC Alliances: Building Communities and Curricula, and the author of the book James Baldwin: Novelist and Critic. Dr. Reed-Conway is currently an adjunct professor at Stockton University.

Felix Rodriguez Ph.D. (Illinois State University)

Dr. Felix Rodriguez is an Assistant Professor of Art Education at Illinois State University. Before that, Felix was a Lecturer at the University of Texas Rio Grande Valley, an Adjunct Professor at Universidad Nacional Pedro Henriquez Ureña (UNPHU), and Art Education Supervisor for the Department of Education of the Dominican Republic. He holds a Ph.D. in Art Education with a minor in Latin American Studies from the Pennsylvania State University. Socially engaged art education, art education history, K-12 curriculum development, critical pedagogy, and postcolonial theories are converging interests in Felix’s teaching, research, and art-making practices. Felix is particularly interested in the possibilities of the art curriculum to address social, cultural, and institutional narratives that have marginalized African aesthetics, with a particular focus on the Caribbean experience."

Leslie C. Sotomayor II Ph.D. (Kutztown University)

Dr. Leslie C. Sotomayor II is a first-generation bilingual Spanish and English McNair scholar. She is a writer, artist, curator and scholar centering underrepresented and social justice themes in her work. Currently she is an assistant professor in Art Education and a Frederick Douglas Institute Scholar at Kutztown University. Sotomayor’s interdisciplinary creative acts engage the community by curating art exhibitions, workshops, collaborations, through art-based research and writing, including her most recent book publication co-authored book with Dra. Christen S. García, Art Borderlands in Theory, Practice, and Teaching (Routledge, 2025). 

Ilayda Altuntas Ph.D. (University of Arizona)

Dr. Ilayda Altuntas is a scholar, artist, and educator whose work focuses on sound pedagogy, listening practices, and arts-based research in art education. She is the founder of Sounding Art Practice as Research (SAPAR), a practice-led methodology that explores how sound shapes identity, memory, and spatial experience in learning environments. Her research bridges art education, environmental humanities, and social justice through place-based and sensory approaches, including soundwalks and participatory listening practices. Dr. Altuntas teaches undergraduate teacher preparation and graduate courses in arts-based and sensory ethnographic research methods at the University of Arizona. Her work has been published in journals such as the International Review of Qualitative Research and iJABER, contributing to expanding the role of sound and listening in educational research and practice.

Ketal Patel, Ph.D. (The Ohio State University)

Dr. Ketal Patel is the Director of Field Experiences and Licensure Program for art education at The Ohio State University. Dr. Patel is a licensed art educator and has worked across the state of Ohio and with communities nationally and internationally.  She has served as a teaching professor, PreK-12 art educator, non-profit leader, and educational consultant.  Her work with K-12 schools and non-profit spaces has fueled her passion for action research and narrative to further understand the role of art educators in a creative ecosystem.  Her work explores the intersections of creative community building and art education practices.  Currently her research examines art educators as creative initiators and explores narrative inquiry to examine art education praxis through a social justice lens. 

 

Nicole Pamela Johnson Ed.D. (Teacher's College)

Dr. Nicole Pamela Johnson is a visual artist, art educator, and researcher from Kingston, Jamaica. She earned her Ed.D. in Art and Art Education from Teachers College, Columbia University, where she has served as a Visiting Assistant Professor of Teaching for five years. Her teaching and scholarship center on preparing equity-minded art educators and supporting identity development in teacher education and higher education contexts. Her research examines identity, pedagogy, and meaning-making, with attention to professional identity formation, pedagogical tensions, and decolonial approaches to art education. Her work appears in Studies in Art Education, International Journal of Education Through Art, and The New Educator, and includes ongoing research on “moments of mattering” in teaching and learning. Her drawing and painting practice explores tension, iteration, identity, and perception through the lens of Black womanhood.

Dustin Garnet, Ph.D. (University of British Columbia)

Dr. Dustin Garnet is an associate professor of art education at the University of British Columbia, where he explores how memory, community, and overlooked narratives shape the field. His research draws on archival work, oral history, and historiography to better understand the social, cultural, and political forces that influence curriculum, pedagogy, and teacher education. His work has been published in Studies in Art Education, Visual Arts Research, and the International Journal of Education Through Art, among others. He is the author of Drawing from History: Central Technical School and the Roots of Canadian Art Education (WLU Press, 2026) and co-editor of Living Histories: Global Conversations in Art Education (Intellect, 2022), reflecting his ongoing commitment to equity and historical accountability in art education.

Hsiao-Ping Chen, Ph.D. (Grand Valley State University)

Dr. 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)

Dr. 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. Meeken served as the Coordinator for the Caucus of Social Theory in Art Education from 2024-26, and presently serves as the Caucus's Past Coordinator. He is also presently the Instructional Resources Editor for Art Education.

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), serving as chair of the Research Commission and currently as the President-Elect, Board of Directors, of the National Art Education Association. 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 Dean of the College of Visual and Performing Arts 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)

Dr. 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)

Dr. 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.

Libba Wilcox, Ph.D. (Indiana University)

Dr. Libba Willcox is an Assistant Professor at Indiana University Indianapolis in the Herron School of Art + Design and the School of Education. Her research explores liminal spaces in art education characterized by vulnerability, ambiguity, and disconnection. Using critical qualitative methods, collaborative autoethnography, and arts-based inquiry, her scholarship investigates teacher burnout, contemporary practices, and art integration as sites where vulnerability creates opportunities for transforming art education practice and teacher preparation.

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