Abstract
All of the essays that make up the 26th edition of The Journal of Social Theory in Art Education reflect varied critical stances and approaches based on the homology site/ sight/ cite. In the spirit of the call for papers, a select number of authors chose to resolve their topics by addressing imagery, ideas, and practices that have been (or remain) out of site, sight, or cite. Others presented their topics more indirectly, thus leading the reader to shape or reshape the possibilities of context. And it's true; as we read these essays we are in a position to continually interpret and reinterpret the possibility of other readings.
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