Copyright 2013 by the National Art Education Association Studies in Art Education: A Journal of Issues and Research 2013, 55(1), 7-17 "They resist the current effacement of subjectivity, experience, and difference brought by standardized curriculum and a view of education reduced to outcomes." We Love Our Public Schools: Art Teachers' Life Histories in a Time of Loss, Accountability, and New Commonalities LAURA TRAFÍ-PRATS University of Wiscon5in CHRISTINE WOYWOD University of Wisconsin This article is a Teachers' Life History study that centers on the context derived from current policies and budget cuts implemented to public services and education in the city of Milwaukee, Wisconsin, It explores how these affect the lives, moral commitments, and social senses of pedagogy of three art education specialists who have developed their careers within the last decade marked by losses, uncertainty, and intellectual isolation. Through biopolitical analysis of testimonies, we suggest a focus on art teachers' strategic acts of independence, resistance, and creativity existing within the limitations of current policies, scarce resources, and excessive pressure for achievement in large urban districts. Correspondence regarding this article may be sent to the authors at trafipra@uwm.edu and woywodigiuwm.edu Studies in Art Education I Volume 55, No. 1