Abstract

This issue of jCRAE is an echo and expansion of the first issue in Volume 42. A deepened listening to the many ways the arts function as both witness and weapon in times of sociopolitical rupture. The essays gathered here remind us that art education is fertile terrain for holding space for the tensions that arise in our sociocultural and political world. In the following pages, public pedagogy appears as living theory and methodology: a practice grounded in ethical collaboration, vulnerability, and risk. Whether through soundwalks that invite ecological listening, co-directed documentaries that center immigrant elders, or dialogic curriculum rooted in Indigenous epistemologies, contributors make clear that the arts are central to how movements are imagined, felt, remembered, and reimagined.

Keywords: arts, social movements, public pedagogy

How to Cite:

wilson, g. j., (2026) “Editorial: The Arts, Social Movements, and Public Pedagogy II”, Journal of Cultural Research in Art Education 42(2), 8-11. doi: https://doi.org/10.2458/jcrae.10392