The Wikimedia ecosystem has long been integrated into education, both indirectly through platforms like Wikipedia and more directly in classroom settings. However, its evolution—encompassing Wikibase extensions and semantically structured data—introduces new possibilities for educational and research methodologies. This research, conducted as part of the DARIAH project Breaking the Code: Algorithmic Non-Normativity in Creative Digital Humanities, critically examines how Wikimedia-based tools can embody situated knowledge (Haraway, 1988) by integrating intersectional and environmental perspectives into arts education.

Our approach embraces error, unpredictability, and misuse as epistemological and pedagogical strategies. We present a prototype platform developed within the Arts Education, Technology, and Society (AETS) course, designed to support pedagogical resources in four key areas: conceptual frameworks for intersectional perspectives, instructional decentralization, sustainability in media production, and speculative approaches to taxonomies.

Methodologically, the project employs an alternative epistemic framework where error is embraced as a condition of knowledge production. While error is often assimilated into creative processes in digital and visual arts, its application to wiki platforms—structured by taxonomic logic and encyclopedic norms—reveals flaws in knowledge organization. Our platform actively integrates error as both a methodological and pedagogical tool, challenging epistemic normativity and inviting students to explore non-standard classifications.

From a technological standpoint, the platform employs a semantic data structure that deliberately introduces ambiguity. While aligned with Wikidata standards, it simultaneously cultivates an alternative knowledge vocabulary. This is achieved through unconventional taxonomic applications, such as incorporating kinship structures into coin classifications or designing fictional taxonomies inspired by Jorge L. Borges. Additionally, the platform critiques imaging technologies' environmental and social impact, advocating for sustainable media production and shifting from data to capta (Drucker, 2011), emphasizing narrative construction over presumed objectivity.

The pedagogical approach mirrors the platform’s epistemic critique by incorporating errance, humor, and play as strategies to destabilize rigid knowledge structures. Through interactive storytelling and visualization tools—including cartographic, chronological, and graphical representations—students engage in a participatory process that situates their lived experiences within alternative knowledge frameworks. This methodology transforms students from passive recipients into active agents of knowledge production.

Furthermore, the platform fosters a critical engagement with digital infrastructures, emphasizing their role in shaping knowledge validation and classification. The project challenges epistemic normativity in digital environments by introducing speculative taxonomies and deliberate misclassifications. Expected student learning outcomes include developing critical reflexivity, problematizing taxonomic structures, acquiring practical digital methodologies, and exploring experimental pedagogical approaches.

Ultimately, this project reimagines digital platforms as spaces for artistic intervention and epistemic critique, expanding their function beyond encyclopedic knowledge production.

Keywords: Errance, Wikimedia ecosystem, Arts Education, Digital Humanities.