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The article calls for a shift of educational approaches from colorblind deficit models to asset-based models that reconsider antiracist art educational narratives. Topics discussed include perpetuation of systemic racism with colorblind deficit-oriented positionalities, strategies for transitioning from deficit-based toward asset-based perspectives about Black, Indigenous and people of color (BIPOC) students, and cause and motivation to change White privileging practices.

The article facilitates the journey of color-blind teachers toward antiracist understanding and practices on art teaching in the classroom. Topics discussed include systematic racism, racism within the education system at the level of the school, teacher training, perpetuation by teachers in the classroom, and psychological harm to students, recommendations to counter systemic racism in art education, and implications of integrating art education journal resources into art teachers' curricula.

The article discusses anti-Asian racism teaching strategies that art educators may consider in art and visual culture education. Topics explored include the rise in racism experienced by Asians and Asian Americans due to the coronavirus disease 2019 (COVID-19) pandemic, the empowerment of students through engagement in art interventions against racism, and the creation of antiracist memes to reject race-related stereotypes online particularly on social media platforms.

This section presents an interview with Columbia University psychology professor and author Derald Wing Sue. Topics discussed include the need to address racism and microaggressions in the field of education, the types of microaggressions that people of color tend to experience, the way art teachers may benefit from becoming culturally competent, and the educational materials on racial socialization which may be accessed on the American Psychological Association (APA) website.

An introduction to the journal is presented which discusses reports related to art education during the coronavirus disease 2019 (COVID-19) pandemic on topics such as the reflection-in-action concept, the use of virtual learning to inspire creativity, and anti-Asian racism teaching strategies.

The article presents a discussion with first year graduate students in a Histories of Art Education course about counternarratives in art education history to befriend the discomfort in teaching and learning from an antiracist perspective. Topics discussed include their ways in navigating the discomfort in discussions about race and racism, the use of arts in such conversations, and their understanding of tokenism in an art educator's perspective.

The article presents an instructional resource on anti-racism using the mixed-media works of vanessa german, performance artist, poet, activist, photographer and mixed-media artist based in Pittsburgh, Pennsylvania. Topics discussed include the ARTHouse created by german as a citizen artist, the role of race and worth in her works, and the anti-racist curriculum strategies applicable in the works of german based on the National Core Art Standards (NCAS).

The author comments on the anti-Asian American racism with disease in relation to the visual rhetorical violence of Whiteness in political cartoons. She points out the role of rhetoricization of COVID-19 as the Chinese virus by former President Donald Trump in the xenophobic resentment toward Chinese people. She notes the naturalization of Asian people and cultures as inferior by White supremacy through political cartoons. She cites the role of art educators in an antiracist visual rhetoric.

The author reflects on the lessons about love learned from writer Bell Hooks that he has applied to his life as an antiracist art educator. Topics discussed include the impact of Hooks' works on various academic fields, the antiracist ideology represented in Hooks' works, his views on the concept of love, and the significant role of love in historical and contemporary justice movements.

The author reflects on hidden barriers to antiracist practice in art classes from an antiracist perspective. Topics discussed include the effect of rules and expectations on people's feelings, the fear of teachers about anger and rage of students during discussions of race and racism, and the art class as a space for learning and feeling.

The author reflects on teaching from an antiracist perspective. He discusses the role of race in the membership of the G20 alliance as illustrated in the G20 map, the use of the G20 map as a source of visual culture to understand antiracist interest and practices, and his recommendation to students to engage in historical research about international relations.