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Abstract
Inspired by important works of speculative fiction, the movements of Afrofuturism and Indigenous Futurism have come to encompass a wide range of works by Black and Indigenous creators, including but not limited to visual artists. In this article I describe my own work as a white high school art teacher in a BIPOC classroom, leading class projects motivated by the fascinating overlaps of traditional practices, social critique, and futuristic fantasy in Afrofuturist art. I then go on to describe speculative creative works by Indigenous and Black artists that have continued to follow this path, particularly using digital tools and new media platforms. I end by talking about the expansive possibilities for using these visually and narratively compelling works as examples that promote imaginative making, reflection, and discussion around politics and history, as well as formal and technical engagement and experimentation. Throughout the piece I consider the complexities of this work being taken up by both white and BIPOC teachers, and by white and BIPOC students.
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