For issue 24 of SFKP, we’re asking: How is an understanding of performance art, and of how bodies perform, taught in a critical way? And how is this knowledge passed on – both to children and young people within the framework of inclusive teaching practices, but also to future teachers within art education? How is performance art taught with regard to its politically emancipatory dimension, as a practice that connects feminist approaches with decolonial theories and anti-discriminatory concerns? What spaces of action does this specific field open up? All contributions to the issue present analyses of ephemeral processes within this thematic field, drawing on current discourses around artistic-educational project work, examples from practice, and interviews.