Abstract
Community-level studies enjoy a long tradition of application to historical research in areas such as the physical sciences and politics; however, this approach has not been widely applied to art education history. This article outlines a community-level approach to art education history by first examining and outlining the art education community, its constituencies and structures. Concepts derived from complexity sciences and applied to organizational theorizing are explored for insight about openness or resistance to change in the art education community over time. Finally, an overview of the development and application of community-level studies to historical inquiry is presented.
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