Abstract

In January 2025, an executive order was issued to dismantle diversity, equity, and inclusion (DEI) initiatives in U.S. public education, prompting an urgent discussion on its implications for preservice art teachers. This paper examines a discussion activity developed in response to this policy change, implemented in an art education undergraduate course at a Midwestern research university. Through qualitative analysis of student responses, key themes emerged, including shock, rationalization, anger, and considerations for moving forward. Framed within social justice art education, this discussion activity highlights the importance of preparing future art teachers to navigate socio-political challenges through critical dialogue and equity-oriented pedagogies. 

Keywords: DEI, social justice art education, preservice, critical dialogue, grief

How to Cite:

Allen, A., (2026) “Grappling with grief: Preservice art teachers’ responses to the January 2025 U.S. DOE Press Release”, Journal of Cultural Research in Art Education 42(2), 12-27. doi: https://doi.org/10.2458/jcrae.7515