This chapter examines how reframing post-internet art through anti-racist and anti-colonial lenses in digital art curriculum can cultivate critical and transformative artist practices for students. Anti-racist and anti-colonial approaches offer frameworks for critically analyzing identity, ideology, and power relations toward decentering the art canon and qualitatively shifting curriculum toward critical dialogues and social action. Through a retrospection of the author’s own active and ongoing transformation as teacher, as well as through an analysis of artist Tabita Reziare’s post-internet practice, this article builds a pedagogical foundation for students to generate their own critical consciousness in learning and artmaking through a digital art curriculum.