In the following article, a plaza metaphor and theories of plazability are applied to the recent work of three Other art educators to acknowledge, examine and articulate a refreshed vision for an art education based in community pedagogy which expands possibilities, builds community, and uses art to work for social change. Examples suggesting such achievements in creating plazability include work from a community artist backed by a visionary community arts foundation, a progressive cultural museum director and staff, and a contemporary artist each actively engaging the community in diverse ways. The innovative and community grounded practice and philosophies of these Other art educators suggest new possibilities for art teaching and learning through making a transfer to collective authority in the art classroom and call for the creation of new discursive spaces within art education practice
