About

Gloria J. Wilson is an Associate Professor of Arts Administration, Education and Policy and the Undergraduate Studies Chair at The Ohio State University. She is recognized for her work in Black Studies, hip hop and transnational feminisms, fugitive praxis, Afro-Asian solidarities, and as a facilitator for anti-racism workshops in museums and community spaces utilizing arts-based methodologies. Gloria is also a practicing artist whose work broadly examines notions of liberation, power, access, and representation across arts modalities, with a specific focus on the intersections of identity and arts participation. She has been an invited artist and speaker for institutions such as Spelman College’s Museum of Art BLACK BOX series and actively participates as a steering committee member for the Coalition on Racial Equity in the Arts and Education (crea+e), a national collective of artists, educators, activists, and thought leaders of color advocating for racial equity in arts and education. Her contributions extend to art education, where she has served as past-Chair of the National Art Education Association’s Committee on Multiethnic Concerns and as Associate Editor of the Journal of Cultural Research in Art Education. Gloria’s current art practices include garment and printmaking, and she is engaged in projects such as the Blackademic Project and an upcoming art installation honoring the descendants of Clotilda survivors in Africatown, Mobile, Alabama.

Research topics

• Sociology
• Art
• Data Mining
• Computer Science
• Gender studies
• Political Science
• Aesthetics
• Pedagogy
• History
• Psychology
• Anthropology
• Mathematics education
• Law
• Visual arts
• Literature

Selected publications

• Editorial: The Arts, Social Movements, and Public Pedagogy II

  Journal of Cultural Research in Art Education · 2026-01-26

  article1st authorCorresponding

  This is an accepted article with a DOI pre-assigned that is not yet published.This issue of jCRAE is an echo and expansion of the first issue in Volume 42. A deepened listening to the many ways the arts function as both witness and weapon in times of sociopolitical rupture. The essays gathered here remind us that art education is fertile terrain for holding space for the tensions that arise in our sociocultural and political world. In the following pages, public pedagogy appears as living theory and methodology: a practice grounded in ethical collaboration, vulnerability, and risk. Whether through soundwalks that invite ecological listening, co-directed documentaries that center immigrant elders, or dialogic curriculum rooted in Indigenous epistemologies, contributors make clear that the arts are central to how movements are imagined, felt, remembered, and reimagined.

  PublisherDOI

• Editorial Introduction for the Review of <i>Fugitive Pedagogy: Carter G. Woodson and the Art of Black Teaching</i>

  Studies in Art Education · 2026-01-02

  article1st authorCorresponding
  PublisherDOI

• Editorial: The Arts, Social Movements, and Public Pedagogy

  Journal of Cultural Research in Art Education · 2025-09-12

  editorialOpen access1st authorCorresponding

  In moments of geopolitical repression, cultural erasure, and contested truths, art education continues to carve out space for truth-telling, collective memory, and new imaginaries. Playwright, writer, and civil rights attorney Gloria J. Browne-Marshall (2025) reminds us: “Protest is an investment… the debt we all owe to the next generation” (p. x). When I issued the call for this volume, I asked: In what ways do the arts and forms of public pedagogy contribute to the goals of social movements? The responses we received not only engaged with that question—they stretched it, complicated it, and deepened it. Across classrooms, museums, community spaces, and digital platforms, contributors reflect on the evolving relationship between education, aesthetics, and activism.

  PublisherOA PDFDOI

• Performing Liberation: Blackness, Intersectionality, and the Work of Rashaad Newsome

  Art Education · 2025-11-02

  article1st authorCorresponding
  PublisherDOI

• Beyond Inclusion: Toward a Fugitive Pedagogy for Art Education

  Art Education · 2025-11-02 · 2 citations

  article1st authorCorresponding
  PublisherDOI

• Radical Placetending: A Duoethnographic Inquiry on Place Relations

  Studies in Art Education · 2025-04-03

  articleSenior author
  PublisherDOI

• A Black Sense of Place, From the Interior: Geoaesthetic Praxis and the Break From Being Colonial Subject

  Studies in Art Education · 2025-07-03 · 2 citations

  article1st authorCorresponding
  PublisherDOI

• Tending to Aesthetic Injustice, Otherwise: Radical Imagination in and Beyond Systemic Harm in Education

  Studies in Art Education · 2024-07-02 · 2 citations

  article1st authorCorresponding
  PublisherDOI

• Black Geospatial Inquiry and Aesthetic Praxis: Toward a Theory and Method

  Studies in Art Education · 2023-04-03 · 7 citations

  article1st authorCorresponding
  PublisherDOI

• Review of <i>Steppingstones: Pivotal Moments in Art Education History</i>

  Studies in Art Education · 2023-04-03

  article1st authorCorresponding
  PublisherDOI

Frequent coauthors

• Sara Scott Shields

  4 shared

• Brooke Anne Hofsess

  University of Georgia

  3 shared

• Joni Boyd Acuff

  2 shared

• Kelly W. Guyotte

  2 shared

• Amber C. Coleman

  University of Arizona

  2 shared

• Allison Rowe

  1 shared

• Aswathy Wilson

  1 shared

• Flavia Zuñiga-West

  1 shared

Education

• PhD Art

  University of Georgia

  2014