Accessing the Journal of Social Theory in Art Education

Table of Contents for Volumes 1-25 (1980-2005) with full-text editorials. A full set of JSTAE is available at The Pennsylvania State University Library in the Media Center. Recent volumes of The Journal of Social Theory in Art Education (JSTAE) are accessible as full-text pdf files on the ProQuest database, which is subscribed to by many university libraries, making JSTAE internationally available. Searches can be conducted by author name, journal title, subject, article title, and key terms. The JSTAE is subscribed to by 14 libraries throughout the USA, in Brazil, Hong Kong, Canada, and Australia. It is indexed in ERIC-Art and ERIC-Social Studies. The Centre for Research and Development of the Hong Kong Institute of Education wrote that they have included the JSTAE in their "Publications Guidelines for Academic Journals" because they "think [it] is of a high academic standing" (Dora Mak, Assistant Registrar, 9/4/96). Keifer-Boyd, K., Emme, M., & jagodzinski, j. (forthcoming 2007-2008). InCITE/InSIGHT/InSITE: 25 Years of The Journal of Social Theory in Art Education. Reston, VA: National Art Education Association. InCITE/InSIGHT/InSITE celebrates and critiques a quarter of a century of social theory in art education for significance to issues in the 21st century. The book begins with responding to the question “What is Social Theory?” and discusses this in terms of how the JSTAE authors over the past 25 years have defined social theory in art education practice. Following an introduction to social theory, three concepts frame the book: InCITE, InSIGHT, and InSITE. InCITE is a section on ways that art educators incite action—through “Politicizing Culture” and “Complicating Criticism.” InSIGHT concerns “Unique Views that are Now Mainstream Discourse” and “Unique Views that are Still Unique.” InSITE speaks to future lines of flight foreshadowed in some of the recent JSTAE articles. JSTAE authors, often looked outside art education discourse and into cultural anthropology, political science, psychoanalysis, and other disciplines to theorize perspectives concerning art and its powerful integration into the fabric of society as visual culture. In this book, the authors present past, present, and projected future social theory in art education perspectives.