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Beyond Inclusion: Toward a Fugitive Pedagogy for Art Education.

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Title: Beyond Inclusion: Toward a Fugitive Pedagogy for Art Education.
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]
Copyright of Art Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: *<searchLink fieldCode="DE" term="%22Black+students%22">Black students</searchLink><br />*<searchLink fieldCode="DE" term="%22Diversity+%26+inclusion+policies%22">Diversity & inclusion policies</searchLink><br />*<searchLink fieldCode="DE" term="%22Art+education%22">Art education</searchLink><br />*<searchLink fieldCode="DE" term="%22Autonomy+%28Psychology%29%22">Autonomy (Psychology)</searchLink><br />*<searchLink fieldCode="DE" term="%22Critical+pedagogy%22">Critical pedagogy</searchLink><br />*<searchLink fieldCode="DE" term="%22Curriculum+planning%22">Curriculum planning</searchLink><br /><searchLink fieldCode="DE" term="%22United+States+presidential+election%2C+2024%22">United States presidential election, 2024</searchLink><br /><searchLink fieldCode="DE" term="%22Art+advocacy%22">Art advocacy</searchLink>
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  Data: 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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  Data: <i>Copyright of Art Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/00043125.2025.2575425
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      – Code: eng
        Text: English
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        PageCount: 8
        StartPage: 14
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      – SubjectFull: Black students
        Type: general
      – SubjectFull: Diversity & inclusion policies
        Type: general
      – SubjectFull: Art education
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      – SubjectFull: Autonomy (Psychology)
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      – SubjectFull: Critical pedagogy
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      – SubjectFull: Curriculum planning
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      – SubjectFull: United States presidential election, 2024
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      – SubjectFull: Art advocacy
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              M: 11
              Text: Nov2025
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              Y: 2025
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