What we define as knowledge defines where and when we see knowledge production and knowledge acquisition unfolding. In the context of an art school, this means that the infrastructural elements such as courses, classrooms, timetables, grades, workshops, and critiques are the frames through which we envision and enact what counts as knowledge. And yet, there are countless other experiences that disproportionately shape the learning environment of racialized, queer, poor, and disabled students that are not considered knowledge, expertise, or even a core part of the educational environment. In this essay for esse, I explore the implications of this reality, ultimately arguing that the contestation of power will define more meaningful and equitable art education for the future.