Arts education, as well as the presence of art within education, is often expected to be experimental, liberating, and eye opening. Yet those of us working in these fields, much like in other disciplines, sometimes fall into patterns of conformity and stereotypical approaches that need to be challenged. With this issue, we propose a journey through diverse artistic experiences based on research from different geopolitical contexts to invite readers to think about conformity linked to pedagogies of care and the power of community in arts education.