Review Board

The VCG submissions are anonymous reviewed by three members of the VCG's Review Board. Manuscripts submitted by November 15 are considered for September publication in the following year. Reviewers for volumes 19, Sept. 2023-Sept. 2024) are:

Indira Bailey, Ph.D. is an Assistant Professor of Art Education at Claflin University. Her research interests include Black feminist perspectives, feminist art education, intersectionality, curriculum development, and anti-racism pedagogies. Inspired by Patricia Hill Collins, her research and teaching focus on the underrepresentation of women of color art educators and artists through an outsider within positionality. Bailey is the recipient of the 2021 Elliot Eisner Doctoral Research Award, and the 2020 Marilyn Zurmuehlen Working Paper Research Award, from the National Art Education Association (NAEA). She serves as co-chair of the new 2023 NAEA interest group, History and Historiography in Art Education. Bailey is the co-editor of BIPOC Alliances: Building Communities and Curricula (2023). She has two upcoming articles in Studies in Art Education and Visual Art Research and several book chapters. Her article titled "The (In)Visibility of Four Black Women Artists: Establishing a Support Network, Defining Obstacles, and Locating Self through Art: is in Visual Culture and Gender volume 12 (2017). She is actively developing K-16 teaching resources that promote diversity. 

Christine Ballengee Morris, Ph.D., is a Professor in the Arts Administration, Education and Policy Department and the American Indian Studies Coordinator for The Ohio State University. She has served as editor for Art Education. She teaches art education classes that specialize in diversity explorations. She is past president of the United States Society for Teaching through Art. Ballengee Morris's teaching experiences include: fourteen years in the public school system, twenty years as an artist-in-residence in public schools and five countries, higher education since 1992, and international teaching. In 2007, she co-authored a book Interdisciplinary Approaches to Teaching Art in High School (NAEA Publications). Ballengee Morris' research interest include self-determination, identity development, Indigenous arts, integrated curricula, service-learning, visual culture, and arts-based research. Her work was influenced by Paulo Freire and was given an opportunity to meet and interview him in 1996. She has received, 2008 National Art Education Higher Education Western Division Award; the 2007 Ziegfeld Award for Diversity; the 2006 National Art Education Grigsby Award (research in and commitment to diversity); and NAACP Licking County, Ohio's Young Native American Woman leadership award. Her essay in Visual Culture & Gender, volume 4, is linked here.

Maggie-Rose Condit-Summerson (she/they) is a dual-title Ph.D. candidate in Art Education and Women’s, Gender, and Sexuality Studies at The Pennsylvania State University. Maggie-Rose's arts-based dissertation research explores the intersections of reproductive justice and digital cultures/technologies. She recently published an article examining glitch feminism as a digitally-engaged approach to pedagogy in the journal Studies in Art Education. Maggie-Rose earned an MFA in Visual Studies from Pacific Northwest College of Art in Portland, Oregon, and their interdisciplinary practice investigates the sticky relationships between queer embodiment, femininity, the neoliberal marketplace, and digital/visual culture.

Flavia Bastos, Ph.D. is Professor in the School of Art, in the College of Design, Architecture, Art and Planning at the University of Cincinnati. Her research and scholarship are indebted to her Brazilian roots, experiences with social and cultural diversity, and inspired by the educational philosophy of educator Paulo Freire. Her research and teaching honor diverse communities, and celebrate creative potential of all people. Flavia  is a Distinguished Fellow of the National Art Education Association,  the chairperson for the Council of Policy Studies in Art Education, and former Director of the Higher Education Division of the National Art Education Association. She received the 2009 Ziegefeld Award of the International Society for Education through Art (InSEA) for her distinguished service in international art education and the Mary J. House Award of the National Art Education Association Women's Caucus in 2007. She is past senior editor of the Journal of Art Education and has published and lectured extensively in the United States and other countries such as such as South Africa, Brazil, Chile, Indonesia, Spain, Portugal, and Canada. Her books include Transforming City Schools through Art: Approaches to Meaningful K-12 Learning, a co-edited volume published by Teachers College Press (2012), and the anthology Connecting Creativity Research and Practice in Art Education: Foundations, Pedagogies, and Contemporary Issues (2014) released by the National Art Education Association. 

Brigitte Hipfl is an Associate Professor of Media Studies at the Department of Media and Communication Studies and Associate Dean of the Faculty of Humanities at the University of Klagenfurt, Austria. 

Marla L. Jaksch, Ph.D. is an artist/scholar and associate professor in the Women's, Gender, and Sexuality Studies Department, with affiliate appointments in the African American Studies Department and the International Studies Program's Africa concentration at The College of New Jersey. Jaksch, a 2010 Fulbright Scholar to Tanzania, holds a dual-title PhD in Women's, Gender and Sexuality Studies and Art Education from The Pennsylvania State University, and a BFA in Painting and Drawing from the University of the Arts in Philadelphia. Her research and teaching interests are transdisciplinary and include: intersectional approaches to neocolonialism, development, and digital cultures; Africana and Black spatial humanities; science, art and technology studies (STEAM); Afrofuturisms; feminist art, material, and visual cultures; transnational feminisms and digital media; feminist pedagogical praxis, research methods, and community engaged learning and research; and transnational girlhood studies. Jaksch's recent co-authored book, Open Mic Night: Campus Programs That Champion College Student Voice and Engagement, was awarded an AERA Outstanding Book Award (2018). 

Kevin Jenkins, Ph.D., is an Assistant Professor of Art Education at Texas State University.. He is an artivist, vlogger, curriculum designer, and educator of trans experience. He earned his Ph.D. (2018) at the University of North Texas, where he received the university-wide 2019 Toulouse Dissertation Award, in the Social Sciences category, for his doctoral dissertation titled Dis/appearance, In/visibility and the Transitioning Body: A Post-Qualitative & Multimodal Inquiry. His research specializations are transgender theory and subjectivities, visual culture, contemporary art, post-qualitative inquiry, and emergent technologies. His work has been presented and published nationally and internationally, including in the journals Visual Arts Research, Visual Culture & Gender, and the International Journal of Education through Art as well as chapters in edited books Pedagogies in the Flesh: Case Studies on the Embodiment of Sociocultural Differences in Education and the forthcoming Women's Caucus Lobby Activism: Feminism + Art. His essay in Visual Culture & Gender, volume 13, is linked here.

Dana Carlisle Kletchka is an Assistant Professor of Art Museum Education in the Department of Arts Administration, Education and Policy at The Ohio State University and is the Faculty Director for the Museum Education and Administration Specialization. Her research areas include post-critical art museum education theory; professional development for PreK–12 teachers in art museum contexts; the use of social media and digital technologies on interpretation and engagement in the art museum; and the professional positionality of art museum educators within the profound paradigmatic shift of art museums over the last 40 years. In 2015, she was awarded the National Art Education Association’s Art Educator of the Year for the Museum Education Division.

Dana’s teaching experience includes undergraduate and graduate-level courses in art museum education history theory and practice; contemporary museology; arts management and social media; contemporary women artists;, and professional development for PreK-12 teachers. Her professional service includes serving on the editorial board of Art Education Journal and the Journal of Cultural Research in Art Education and working as the Museum Division Representative on the National Art Education Association’s Research Commission.

Michelle Kraft, Ph.D., is a retired Professor of Art and assistant dean from Lubbock Christian University (1994-2017), in Texas. She also served as on-site director for the university's study abroad program in Ávila, Spain (2018-2023). Before her university work, Michelle taught high school and middle school art in public schools. Her research interests include issues surrounding (dis)ability and inclusion of difference in art education. She is co-author, with Karen Keifer-Boyd, of Including Difference (NAEA 2013). Michelle has also authored and co-authored chapters in such books as Contemporary Art and Disability Studies (Routledge 2020) and Matter Matters: Art Education and Material Culture Studies (NAEA 2011), as well as numerous articles in academic journals, including Visual Culture & Gender. In retirement, Michelle is writing creatively, and her art reviews, articles, and short memoir have appeared in Glasstire, The Ekphrastic Review, TulipTree Review, and The Menteur. She also continues to work in community arts education, such as with Open Door’s Survivor Housing program, which serves survivors of sex trafficking.

Linked here is her article, Saying the f(eminism)-word at a Christian University published in Visual Culture & Gender, volume 3.

Hyunji Kwon is an Associate Professor of Art Education at the University of South Carolina. Dr. Kwon’s research interests include trauma-informed art pedagogy, memory projects, and community-based art education in historical, local, and global contexts, with careful attention to the ethics of working with vulnerable populations. She co-authored a book and has published over 20 peer-reviewed journal articles and book chapters. Her work has appeared in top-tier journals, including Studies in Art Education and International Journal of Education through Art, where she has served as an editor and a reviewer. In recognition of her contributions to teaching and the field, she has been awarded the McCausland Fellowship from the College of Arts and Sciences at her institution in 2023 and the Mary J. Rouse Research Award from the National Art Education Association Women’s Caucus in 2021. She can be reached at her website (hyunjikwon.com) or kwon7@mailbox.sc.edu 

Christine Liao, Ph.D. is an Associate Professor at Watson College of Education at University of North Carolina Wilmington. She received her Ph.D. in Art Education with a minor in Science, Technology, and Society from Penn State. Her research areas include media arts, digital performance, theorizing virtual body and identity, performative methodology, STEAM, and technology in art education. 

Adetty Perez de Miles, Ph.D., is an associate professor in the School of Art & Design at Texas State University and Coordinator of the Art Education Program. She earned a dual Ph.D. in Art Education and Women's Studies at the Pennsylvania State University. Her teaching is guided by arts-based approaches to learning, digital pedagogies, and exploring critical and post-critical theories that support inclusive LGBQ+ and transgender curriculum and instruction. She has taught courses and given keynote speeches, internationally (Universidad Federal Rio Grande do Sul, Porto Alegre, Brazil and National Taiwan University of Art). Dr. Perez de Miles research on dialogic pedagogy, art as social practice, interventionist street art, Indigenous knowledges, and Latin American art has been published widely in anthologies, encyclopedias, book chapters, and tier-one journals, such as Studies in Art Education, Knowledge Cultures, the International Encyclopedia of Art and Design Education, and Journal of Social Theory in Art Education. Perez de Miles co-edited a Special Issue on the entanglements of new materialism art and design education in the International Journal of Education Through Art, Vol. 14(1),  and is currently working on two co-authored books on feminist art, art education, activism, and social justice art education. Her essays in Visual Culture and Gender in volumes 8 and 12 are linked here. 

Linda Hoeptner Poling, Ph.D., is associate professor of art education at Kent State University. Her research includes the intersections of gendered identity, narrative inquiry as knowledge construction, and equitable pedagogy at all levels of education. Most recently, Linda's line of inquiry has focused on the symbiotic relationship of motherhood and academia. She is president-elect of the National Art Education Association (NAEA) Women’s Caucus (2016-18). Her essay in Visual Culture & Gender, volume 1, is linked here.

James Sanders III, Ph.D., is an associate professor at The Ohio State University, within the Department of Arts Administration, Education and Policy (AAEP). Sanders research interests are in arts administration, heritage tourism, arts advocacy, craft, and queer studies.  He serves on the oversight committee of OSU's Interdisciplinary Literacy Studies Series, and Sexuality Studies Specialization, and teaches cross-listed courses on media representations of Lesbian, Gay, Bisexual and Transgender Subjects, and arts career development (Positioning Passion) for the BA in Arts Management. Sanders serves as treasurer of the International Society for Education through Art, and has served terms as president of Caucus on Social Theory in Art Education, co-chair of the LGBT/Queer Issues Caucus, and past president of the Public Policy and Arts Administration Special Interest Group of the National Art Education Association, in addition to being elected to the Council for Policy Studies in Art Education. Sanders has served on the board of Ohio Advocates for the Arts since 2005, on the board of the Gay Ohio History Initiative, and a member of a dozen different academic journal's editorial boards. Sanders was founder of the Arts-Based Elementary School in Winston-Salem, NC and worked in the not-for-profit arts sector for 26 years preceding his entry into academe. His essay in Visual Culture & Gender,volume 13, is linked here.

Cathy Smilan is a Professor, MAE Graduate Program Director and Art Education Coordinator at the University of Massachusetts Dartmouth. Research interests include art-based inquiry, socially engaged learning, museum-based learning, and creativity development and assessment. Dr. Smilan serves as a member of the NAEA Professional Materials Committee and reviewer for the International Journal of Education through Art. She is co-editor of Inquiry in Action: Paradigms, Methodologies and Perspectives in Art Education Research (with Kathy Miraglia) and is currently collaborating on an assessment book in the visual arts (with Richard Siegesumnd).  The current focus of her graduate teaching is to develop reflective practitioners who translate art education theory into inquiry practice for themselves and their students. She has published numerous articles and book chapters incorporating her teaching and research interests.

Leslie C. Sotomayor II was born in New Jersey with a strong connection to her ancestry through her Cuban and Puerto Rican parents. As a first-generation bilingual Spanish and English McNair scholar, she received her dual PhD from The Pennsylvania State University in Art Education and Women’s, Gender & Sexuality Studies. She is a writer, artist, curator and scholar centering Latina/o/x and Chicana/o/x lived experiences in her work. 

Sotomayor has curated several art exhibitions in the United States and Cuba including, Hilos Rojos (Cuba), Hide & Seek: A neighborhood art space (TX), Let’s Pretend (PA), and Comadres en la comunidad/comothers in the community (PA & TX). Her writing includes Teaching In/Between: Curating Educational spaces Through Autohistoria-teoría and Conocimiento (Vernon, 2022), BIPOC Alliances: Building Communities and Curricula (IAP, 2023) and her forthcoming book co-authored with Christen S. García, Art Borderlands in Theory, Practice, and Teaching. (Routledge, 2025). She is a Frederick Douglas Institute (FDI) Scholar assistant professor at Kutztown University and lives in Pennsylvania. 

Lauren Stetz, Ph.D. is an Adjunct Associate Professor of Art Education and Curriculum Consultant of Art & Design Education at the University of the Arts. An art educator and scholar, Stetz has worked with students from PreK to university level in public and private schools in Pennsylvania, Northern Virginia, and Washington, D.C.  She currently serves as the chair of the Data Visualization Working Group of the National Art Education Association. Her participatory-action global research utilizes data visualization to develop culturally responsive pedagogy and harnesses the power of art activism for healing, community-building, and societal change. Stetz's interdisciplinary research has been published in numerous scholarly journals including Visual Culture & Gender, Ground Works, Journal of Humanities in Rehabilitation, and a commentary in Studies in Art Education. Her work has also been featured internationally in the India-based arts magazine, Stir World and on Pakistani artist and curator Mehreen Hashmi's YouTube channel, Behind the Art Scene. Stetz is the recipient of the Penn State Alumni Association Dissertation Award (2022), the Harlan E. and Suzanne Hoffa Dissertation Award (2022), and the Elliot Eisner Doctoral Dissertation Award (2023).

Yiwen Wei, Ph.D. is an Assistant Professor of Art Education at Virginia Commonwealth University. She teaches undergraduate and graduate courses, including research methods, curriculum theories, art assessment, data visualization, and elementary art education practicum. Before studying abroad, Dr. Wei was an elementary school art teacher in Taiwan. She received her doctoral degree from Florida State University. Her dissertation was supported by the 2017–2018 National Art Education Foundation (NAEF) Research Grant, exploring the issue of social class in art education. The research findings were published in Studies in Art Education. 

Dr. Wei is committed to fostering educational equity in art education. Her professional working experiences in Taiwan, Florida, and Virginia have demonstrated her consistent interest in working with children from various socioeconomic and sociocultural backgrounds. She was awarded the 2021 VCU REAL Challenge Grant and the CEnR REAL IMPACT Grant to foster resilience in children, and the project outcomes have been published in the Art Education Journal. 

As a foreign-born Asian faculty member working in the US higher education, Dr. Wei realized that art education is essentially about cultural sustainability and dignity. Therefore, she advocates for sustaining the arts and cultures of immigrants, including Asian Americans, and caring for students from marginalized and underrepresented backgrounds. As one of her accomplishments, Dr. Wei was awarded the 2022-2023 VCU First-generation Students Success Research Grant to investigate the needs and opportunities of socioeconomically disadvantaged students at VCU. She has presented her research at statewide, national, and international levels, and her publications are in both English and Chinese. Her research interests include educational equity, cultural hybridity, and transnational art education experiences.

Alice Wexler received an Ed.D in Arts and Humanities from Columbia University, Teachers College. She received an MFA and graduated with distinction at the Royal College of Art in the UK. She received a BFA from Boston University, Fine and Applied Arts. She was Professor of Art Education at SUNY New Paltz from 1999-2015 and continues to teach as an invited lecturer. As a researcher working in the fields of disability studies, outsider and Indigenous art, she has published numerous articles in Art Education journals such as Studies in Art Education, the Journal of Social Theory in Art Education, and the International Journal of Education Through Art.

The monograph Art and Disability: The Social and Political Struggles Facing Education (2009) and an anthology, Art Education Beyond the Classroom: Pondering the Outsider and Other Sites of Learning (2012) were published by Palgrave Macmillan. The monograph, Autism in a Decentered World (2016) was published by Routledge. She is co-editor of Bridging Communities Through Socially Engaged Art (2019) and co-editor of Contemporary Art and Disability Studies (2020), published by Routledge. A forthcoming monograph, Art and Resistance: Stories from the Stolen Generations of Western Australia is under review with University of Nebraska Press. She became a Distinguished Fellow and received the National Ziegfeld Award at NAEA in 2023.

Enid Zimmerman, Ed.D. is Professor Emerita of Art Education and High Ability Programs at Indiana University. In her research, she focuses on creativity, feminist, global, history, aging, and policy issues in art education. She was the first NAEA Research Commissioner and is a NAEA Distinguished Fellow. She has written extensively and held offices nationally and internationally. Current awards are the Distinguished Lecture in Art Education at Miami University; the Davis Lecture in Art Education; and the NAEA Elliot Eisner Lifetime Achievement Award. Her contributions and influences are summarized in Through the Prism: Looking at the Spectrum of Writings of Enid Zimmerman (NAEA, 2008).