Both individuals and groups may take on outsider status depending on the extent they deviate from social norms and the extent they act as critics of society. In this paper, the role of art education outsider individuals and groups and the taboo subjects they discuss are examined in relationship to the norms of the policy-making institutions of art education. It is proposed that not only are outsiders necessary for maintain the health and integrity of the field, but also that outsider status might be considered a desired state of being in that it allows individuals to exercise choices and freedoms that are denied more secure and protected insiders.


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