Democratizing Critical Arts Pedagogy: Social Media as Radical Publication

Abstract This article explores the democratization of critical arts pedagogy through the utilization of social media as a platform for radical publication. The author argues that traditional academic publications, characterized by length, complexity, and exclusivity, often fail to engage classroom educators, thereby limiting the dissemination and application of critical education theories. By sharing resources, fostering dialogue, and amplifying underrepresented perspectives, social media serves as an open and accessible tool for collaborative radical imaginations and collective action in education. The article further demonstrates this potential through the inclusion of the author's widely viewed substack article “White Supremacy (Classroom) Culture,” which asks educators to reflect on oppressive classroom practices and re-imagine pedagogical approaches. This work underscores the importance of accessible, collaborative spaces for critical reflection and pedagogical innovation in advancing educational equity and justice.