In Teaching Critical Thinking, bell hooks (2010) addresses education as the practice of freedom by explaining that we use “our intellect and our imaginations to forge new and liberatory ways of knowing, thinking, and being, to work for change” (p. 170). “Asset-based pedagogies are necessary antidotes to the pervasive deficit and delimiting views of school, learning, and teaching” (Flint & Jaggers, 2021). Such pedagogies and resulting outcomes guide students to gain freedom in their practices and reimagine their arts education. According to Freire, learning is fundamentally about naming the world in order to be able to transform it and create a new one (Freire, 2000). We develop our understanding and theory about the world to act upon this mandate, and then these actions transform the world; in response, our theories will develop and change in tandem. We begin to see the world not as a static reality but as a reality in “the process of transformation” (Freire, 2000, p.12).