Holding Paradox: Activating the Generative (Im)possibility of Art Education Through Provocative Acts of Mentoring With Beginning Art Teachers CHRISTINA HANAWALT The University of Georgia BROOKE ANNE HOFSESS Appalachian State University We describe the theorization and implementation of a collaborative pilot initiative that took place over the course of one school year as we implemented provocative acts of mentoring for beginning art teachers. The provocations we set in motion were designed to confront prevalent myths of teaching and to embrace the power of artistic exploration to make something generative out of the complex experiences faced by beginning teachers. As our work progressed, we began to see sparks of paradox arise—paradoxes that characterized the (im)possibility of teaching art. By activating mentoring provocations that encouraged all of us to engage with paradoxical tensions, we came to recognize that holding paradox offers an opportunity to embrace the (im)possibility of art education as a space of immanent potential. Excited by the possibilities afforded by holding paradox, we offer three paradoxical tensions that might prompt a re-visioning of mentoring practices with beginning art teachers. Correspondence regarding this article may be sent to the first author at hanawalt@uga.edu. Color versions of one or more of the figures in the article can be found online at www.tandfonline.com/usae. © 2020 National Art Education Association Studies in Art Education: A Journal of Issues and Research 2020, 61(1), 24–45 DOI: https://doi.org/10.1080/00393541.2019.1700068 24 Hanawalt and Hofsess / Holding Paradox: Activating the Generative (Im)possibility of Art Education “ As postsecondary educators, we resist the notion that our role in supporting beginning art educators ends when our preservice teachers graduate from our respective universities. ”