For this issue, the authors have contemplated their entry and evolution as art education professionals and their hopes for the future of the field. They collaboratively discussed and responded to how art educators "can be best prepared for diverse, shifting priorities…and urgent attention to racial and social justice". The authors hope their dialogue presses forward the need to center justice at a multitude of levels through the experiences and expertise art educators bring to their work. They write this piece from the position of two art educators of color: one identifying as Indian American, and one identifying as Black. Their stance is not that of experts but of collaborators, artists, and art educators. Combined, they have over 30 years of experience spanning preK-12 sites, museums, and not-for-profit organizations at varying local, state, and national settings that have placed them in the middle of equity, diversity, and inclusion (ED&I) discourses. The authors' narratives serve as a starting point through this article to examine their paths into the field, their encounters with ED&I work, and hopes to support systemic change over time in the field. The discussions are written as a storied approach in how they see possible equitable practices through art education.