International Journal of Education & the Arts

Inspired by critical race and feminist perspectives, this paper complicates the conversation on preparing arts educators for diversity and equity. The authors ground their research on the premise that arts educators committed to challenging social inequalities must understand sociocultural influences on art, curriculum, teaching, and learning. The paper reports a qualitative study that investigated how pre-service arts educators make sense of sociocultural differences (i.e., the dynamics of race, class, gender and sexuality). Findings articulate key curriculum flashpoints that emerged when art teacher candidates engaged with sociocultural knowledge. These flashpoints include identity formation, questioning knowledge, and discourses of offense. The authors argue that these flashpoints present curricular provocations that can assist in developing the critical capacities of art educators. The conclusion explores the implications of these findings for organizing and teaching sociocultural content as foundational knowledge for arts educator preparation.