Abstract

This chapter explores the motivations of three scholar-art educators as they work to dismantle the influence of white supremacy in education and move toward decolonization. Framed as a conversational exchange, their dialogue seeks to unpack how identity and privilege shape their positions and commitments. Through critical self-reflection, they examine which forms of knowledge have been historically legitimized while exploring their intentions and potential for meaningful change and action. The dialogue reveals layers of personal, social, and cultural self-awareness and convictions, illuminating the deeply embedded ideolo- gies their work aims to challenge. Grounded ni critical race theory, anti-colonial thought, feminist, and Indigenous scholarship, their dialogue offers a model of inquiry that highlights their perceived responsibili- ties, sites of agency, commitment to accountability, and engagement in a decolonizing process that pushes beyond mere inclusion.

Keywords: #ArtEducation #Decolonization #LiberatoryPedagogy #CriticalConversations

How to Cite:

Alexander, A, Bergault, R. & Sharma, M. (2026). Speaking of liberation: A dialogue on our journeys to embody the spirit and practice of decolonization. In: Allen Richards, Steve Willis. (Eds.) Critical Conversations about Decolonizing the Legacy of White Supremacy in Art Education (pp. 55-64). Kendall Hunt.