Looking back at art education’s past, the authors find too little space for some of us to situate ourselves. The histories and narratives of art education, as well as the curricula, are the histories and narratives of the victor and, according to DeVille (2018), “it’s garbage.” In this manuscript, we posit a looking back at histories from outside the margin of the white supremacist patriarchy (hooks, 2013). We begin with a framework of Critical Race Theory, then review past multicultural efforts in (art) education through a critical race lens to provide a theoretical analysis of the role that whiteness played in these movements. We then discuss pedagogical and epistemological possibilities of resisting the white gaze (Morrison, 1998; Paris & Alim, 2014b) and provide examples of artists creating art in active resistance to the white gaze. Finally, we conclude by looking forward, with hopeful prophecies for the future of art education.