This article contributes to conversations concerning art education futures through engaging alternative relations between art, education, and democracy that mobilize education as art projects associated with the "pedagogical turn" as sites of liminality and paradox. An analysis of the art project, Pedagogical Factory, is used to outline connections and disconnections between contemporary artistic practices, antagonism, current neoliberal logics in education, and art education pedagogies. Educational art projects reveal core contradictions and exclusions within the constellation of education, art, and politics that should be a central concern for those currently engaged in art education.