What Is (the Matter) With Art Education?

Over the years, curriculum theorists have asked questions about what is worth knowing and what is worthwhile. More recently, they are questioning what matters. The materiality of art education, the object-centeredness of the field, and the use of materials to make those objects and images used to be more central to art education than what much of the recent scholarship suggests. Shifting away from how and what was mattered (made into objects and images) seems to have given way to how and what matters (ideas and theories). These encampments are not at odds with each other, nor are they battling for superiority or persuasive status as far as I am concerned. There is much room in the lateral spaces of the field to accommodate different views, approaches, and motivations about what matters and what is mattered.