“How Do We Break What Is Broken?”: An Exploration of Glitch Feminism in Art/Education

Abstract

Drawing on glitch feminism, a speculative framework conceptualized by curator and writer Legacy Russell, this article explores the potentials of system glitching as a pedagogical form of feminist disruption. I investigate glitch feminism as a critical lens through an analysis of three specific cases that each embody feminist system glitching in practice. I ask: How might encounters with glitchy forms of art/cultural production be integrated into digitally engaged teaching to facilitate learners’ attunement to systems of imperialist White supremacist capitalist patriarchy, as well as practices of feminist intervention and resistance in the contexts of advancing surveillance capitalism? I conclude by recommending that the field of art education engage in critical arts inquiry to explore further the possibilities for glitch feminism as an emergent and relevant pedagogical framework in art/education for raising critical consciousness and encouraging collective action.