While holding a lesser place in art education theory, many artists believe that craft education is important and should return to the school curriculum (Mason, 2005). Stereotypical views of handwork as domestic and purely functional can expand and align with 21st-century skills, while maintaining the craft traditions of working with one's hands. Students can learn through an active engagement with the curriculum, utilizing critical and creative thinking skills through tactile and embodied experiences. Cultural diversity and historical periods can be the foundational context for enhancing hands-on skills and learning. Furthermore, craft and social and political activism have long been a part of the history of needle and thread, often becoming an effective tool for teaching history, as well as political and social justice issues. When handwork is taught with a broader, richer, and more global awareness of the value and importance of craft within societies, students' critical appreciation and aesthetic sensitivity are strengthened. Through the exploration of this topic from several positions, including craft as activism and revolution, stitching as renewal, and remembering artists from the past, the authors' aim is to inform and illuminate the many ways craft has been a part of the social fabric and how the renewed interest in craft and handwork can shape art education.