Global Foundations for a World Art History

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Art historians have theorized that a world art history would involve a reconsideration of the art historical canon. Although specialists have been added to programs and course offerings have become increasingly diverse, our discipline has yet to grapple with the pedagogical implications of building a world art history from the ground up. Through an analysis of art history programs at 91 institutions, this article investigates when and how local histories of art are introduced and integrated into the art history curriculum with the aim of exposing the disciplinary imbalances that currently hinder the study of world art. As an intervention into an ongoing theoretical debate, this study explores the pedagogical implications of a world art history and demonstrates that a global foundation at the entry level, though currently lacking at most institutions, is a vital step toward advancing the study of world art in the United States.