During the past two decades, art educators have been made more aware of the influence of ideologies in both art and education. We have seen, for example, as with Berger's Ways of Seeing (1972), and recent feminist art and scholarship, the degree to which art has been complicit in the stereotyping of women. We have been made increasingly aware of the broader social and political dimensions of art and art education and of the art of different ethnic groups. This journal is partly responsible for that shift of understanding.


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