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This article aims to detail illustrative examples of what equity pedagogy looks like in a classroom in terms of a teacher's interactions with students, and it highlights how these teacher-student interactions directly stem from beliefs fundamental to equity pedagogy. If there is belief in equity, educators are more likely to embrace such practices: What we value, we do.

What are Fayum mummy portraits? Why don't more people know about them? And why are they important for art educators to know about and to integrate into their curricula? In this article, the author aims to answer each of these questions.

The Fayum mummy portraits from ancient Greco-Roman Egypt are exceptional in that they are the only surviving classical (ancient Greek and Roman) panel paintings from antiquity and are antecedents of Byzantine icons. Moreover, they hold important implications for art educators regarding multicultural education. They spotlight an exemplary pathway toward breaking free of ancient Egyptian stereotypes found in the most commonly used attempts to integrate multicultural content into curriculum. This article describes Fayum mummy portraits, and why they are important in a multicultural art curriculum.

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.