Beyond Inclusion: Toward a Fugitive Pedagogy for Art Education.
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| Title: | Beyond Inclusion: Toward a Fugitive Pedagogy for Art Education. |
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| Authors: | wilson, gloria j. (AUTHOR) gloria.wilson@mac.com |
| Source: | Art Education. Nov2025, Vol. 78 Issue 6, p14-21. 8p. |
| Subject Terms: | *Black students, *Diversity & inclusion policies, *Art education, *Autonomy (Psychology), *Critical pedagogy, *Curriculum planning, United States presidential election, 2024, Art advocacy |
| Geographic Terms: | United States |
| Abstract: | This article examines the impact of the 2024 U.S. presidential election on diversity, equity, and inclusion (DEI) initiatives within art education, focusing on the experiences of Black students and educators amid increasing political and institutional challenges. It foregrounds the concept of fugitive pedagogy—a framework highlighting Black resistance and self-determination in education—as a means to affirm Black knowledge and positionality beyond superficial inclusion efforts. Through arts-based projects by two Black students, the article illustrates how creative practices serve as acts of reclamation and resistance against systemic erasure, emphasizing the importance of recognizing cultural legacies, spatial contexts, and ancestral histories in curriculum design. The author advocates for art educators to move beyond tokenistic approaches and cultivate classrooms that empower minoritized students to assert their epistemic agency and envision liberatory futures despite ongoing DEI backlash. [Extracted from the article] |
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| Database: | Education Research Complete |
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| Abstract: | This article examines the impact of the 2024 U.S. presidential election on diversity, equity, and inclusion (DEI) initiatives within art education, focusing on the experiences of Black students and educators amid increasing political and institutional challenges. It foregrounds the concept of fugitive pedagogy—a framework highlighting Black resistance and self-determination in education—as a means to affirm Black knowledge and positionality beyond superficial inclusion efforts. Through arts-based projects by two Black students, the article illustrates how creative practices serve as acts of reclamation and resistance against systemic erasure, emphasizing the importance of recognizing cultural legacies, spatial contexts, and ancestral histories in curriculum design. The author advocates for art educators to move beyond tokenistic approaches and cultivate classrooms that empower minoritized students to assert their epistemic agency and envision liberatory futures despite ongoing DEI backlash. [Extracted from the article] |
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| ISSN: | 00043125 |
| DOI: | 10.1080/00043125.2025.2575425 |
