This article supports using narrative forms and frameworks as a means of decolonizing art education. By encouraging and supporting Black, Indigenous, and people of color (BIPOC) art educators and students in telling their own stories of teaching and learning, art education as a field demonstrates its commitment to inclusion, diversity, equity, and access (IDEA), avoiding "colonizing" decolonization efforts. While the influx of published histories of marginalized artists and artist-educators in recent years has encouraged deeper dialogue on Whiteness, systemic oppression, and their influence on education systems; the field of art education; and [e]raced bodies, more first-person stories are needed from the global majority to foster educational transformation and sociocultural change in school communities. Arts-based inquiry, narrative co-inquiry, and critical [self] portraiture are presented as possible qualitative research methodologies and frameworks for BIPOC artist-educators and students to use in authoring their own stories with support from allies and coconspirators.