Black Feminist Theory in 21st-Century Art Education Research

Abstract

Minority discourses rarely inhabit the intellectual space of dominant theory (masculinist, Eurocentric, White, heteropatriarchical, able-ist, bourgeois); thus, Black women’s ability to be regarded as significant contributors to knowledge creation is negatively impacted. Art education is implicated in such oppression, as seen in the underrepresentation of Black women in art education research and in the field at large. This article presents Black Feminist Theory as an epistemological perspective to inform art education research methodologies in an effort to discontinue the historical and contemporary erasure of Black women’s standpoint knowledge and presence in the field.