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NMAEA is an affiliate of NAEA and members enjoy dual membership. When you join one you join both. 

In 2018, the State of New Mexico adopted the National Core Arts Standards. Find these standards here.

Land Acknowledgement

We acknowledge that art education in New Mexico is taking place on occupied indigenous land of 23 tribes. It’s important that we acknowledge the history and ongoing colonization of where we live and work here and in our country. It’s also important to acknowledge our own place in the story of colonization. We don’t pretend to know the answers in undoing the ugly legacy of colonization, but at the very least, we can be accountable and deepen our understanding of our individual and our collective responsibility in fighting for change. As a member of NMAEA, we each have the opportunity to work for change.​

Adapted from a speech by Maria Archuleta 

 

Native tribes of New Mexico:​

  • Jicarilla Apache Nation

  • Mescalero Apache Tribe of the Mescalero Reservation

  • Ohkay Owingeh

  • Navajo Nation

  • Pueblo of Acoma

  • Pueblo of Cochiti

  • Pueblo of Jemez

  • Pueblo of Isleta

  • Pueblo of Laguna

  • Pueblo of Nambe

  • Pueblo of Picuris

  • Pueblo of Pojoaque

  • Pueblo of San Felipe

  • Pueblo of San Ildefonso

  • Pueblo of Sandia

  • Pueblo of Santa Ana

  • Pueblo of Santa Clara

  • Pueblo of Santo Domingo

  • Pueblo of Taos

  • Pueblo of Tesuque

  • Pueblo of Zia

  • Ute Mountain Tribe

  • Zuni Tribe of the Zuni Reservation​

 

NMAEA Equity, Diversity and Inclusion Committee

The purpose of the ED&I committee is to help members better create safe environments and serve their students and support their colleagues—including those who are often marginalized, due to their race, class, gender, sexual orientation, and more. The committee will work in concert with the Board of Directors and members to respond to previously unaddressed and newly emerging issues, and to advance NAEA ED&I priorities.

Adapted from NAEA ED&I Commission Purpose

 

Priorities:

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  1. In step with the NAEA, follow with decisive actions aimed at dismantling structural and institutional inequities within our national association and beginning a long overdue cultural shift that centers upon greater equity, diversity, inclusion, and accessibility;

  2. Serve as a catalyst for the work of NMAEA, arts education partners, and individual members in prioritizing, brainstorming, and enacting sustainable structures and systems for infusing greater equity, diversity, inclusion, and accessibility into their local workplaces, arts institutions, and communities of creative practice.

 

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All Hands In

Diversity matters. It expands our social networks and resources. It’s the perfect growth strategy—aim to diversify and welcome in life experiences unlike your own, and you’ll be the one who is en- riched. Expand the stories your organization or institution can authentically tell, and NAEA will be strengthened as a whole. I invite you to keep doing the right thing there in your corner of the nation. Open your eyes for those around you who are being excluded. Open your heart to invite them into your conversation, your circle of friends, and the center of your best intentions.

Dr. James Haywood Rolling, Jr. in the 2020 ED&I Commision Report

Black Lives Matter

New Mexico Art Education Association affirms the heartfelt stance articulated by NAEA President-elect, Dr. James H. Rolling, Jr., in Black Lives Matter: An Open Letter to Art Educators on Constructing an Anti-racist Agenda. The heinous murders of George Floyd, Breonna Taylor, and so many others have brought to the forefront of our awareness the tenacious grip of injustice against Black men and women in the United States. This injustice has gone overlooked by many throughout our history as a nation.  As Dr. Rolling states in the Open Letter, any organization “that is not actively anti-racist is complicit with the outcomes of a society that has long institutionalized its racism.” As New Mexico art educators facing cultural and racial conflict in our own state’s history and present times, we acknowledge our failure to be anti-racist, creating structural and systemic change and equitably shaping human potential. Racism “violently impacts the lives of those we are entrusted to teach and protect.” With justice for our colleagues, our students, and their families as our goal, we seek to transform art education by collaborating to disrupt racism. 

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