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Counter Hegemony in Post-compulsory Art and Design and Gallery Education, through Sartre and Foucault

Matthews, Miranda. 2018. Counter Hegemony in Post-compulsory Art and Design and Gallery Education, through Sartre and Foucault. Pedagogy Culture and Society, ISSN 1468-1366 [Article]

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Abstract or Description

Austerity politics in Britain are edging towards compressed learning and teaching identities, driven by competition for resources and normative standards. Policy changes since 2010 have impacted particularly on the arts, and have had an adverse effect on cultural diversity across society. This situation has international resonance for those encountering protectionist reactions to globalisation. Practitioners in creative fields face dilemmas of agency, as they seek to maintain the presence of their roles, and ability to make choices. This paper focuses on how practitioners in post-compulsory art and design and gallery education challenge hegemonic constructions of the self through practice. It reflects on Herne’s (2006) study of relational differences between teachers and gallery educators, raising points for connective interventions as boundary work. A comparative lens draws upon theories of agency to support critically engaged practice. Empirical data is investigated through Sartre’s concept of free will, and Foucauldian negotiations of autonomy.

Item Type:

Article

Identification Number (DOI):

https://doi.org/10.1080/14681366.2018.1428220

Keywords:

agency, art education, counter hegemony, gallery, post-compulsory, Foucault, Sartre

Departments, Centres and Research Units:

Educational Studies

Dates:

DateEvent
7 January 2018Accepted
19 January 2018Published

Item ID:

22707

Date Deposited:

09 Jan 2018 12:15

Last Modified:

27 Sep 2018 15:08

Peer Reviewed:

Yes, this version has been peer-reviewed.

URI:

http://research.gold.ac.uk/id/eprint/22707

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