Beth Thomas is an assistant professor of Art Education the School of Fine and Performing Arts at SUNY New Paltz. She is a former K-12 art teacher with an MA in Integrated Curriculum and a PhD in Art Education, both from The Ohio State University. Prior to coming to SUNY New Paltz she was a faculty member and Interim Director of the Master of Arts in Teaching program at the Maryland Institute College of Art (MICA). Her research in art education draws on Lacanian theory and linguistics and has been published in Studies in Art Education, Visual Arts Research, SYNNYT, and Journal of Reading Education.
Thomas, B. (in press). Requirement and irresolution: Language and art learning. Studies in Art Education.
Thomas, B. (2014). The secret language of art education: Academic language and Lacanian discourse theory. SYNNYT/Origins 2, 45-59.
Thomas, B. (2014). Regulation and recognition in academic discourses. Studies in Art Education, 55(2), 177-181.
Thomas, B. and Hopenwasser, C. (2014). Picturebooks and literacies. Journal of Reading Education 39(3), 33-36.
Thomas, B. (2014). Book review: Practice theory. Studies in Art Education (56)1, 442-445.
Thomas, B. (2012). Psychologizing and the anti-psychologist: Dewey, Lacan, and contemporary art education. Studies in Art Education 53(4), 330-346.
Thomas, B. (2010). The Thames is a teacher: Lacanian metaphor and meaning in writing about art. Visual Arts Research 36(2), 103-121.
Thomas, B. (2009). Metaphor and category reconceptualization in the artwork of Mark Dion. In L. Dellapietra (Ed.) Perspectives on Creativity. London: Cambridge Scholars.