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Social Class in art and design education: a significant omission

Burgess, L; Burgess, A; (2020) Social Class in art and design education: a significant omission. In: Addison, N and Burgess, L, (eds.) Debates in art and design education. (pp. 156-182). Routledge: London, UK. Green open access

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Abstract

This chapter investigate the way ‘classed’ practices permeate art and design education. It provides the wider context in both art and education, exploring contemporary sociological approaches to thinking about class and briefly outlining our methodology and focuses on A&D PGCE students’ complex and contradictory self-understandings in relation to class and their reflections on its impact on their educational journey. The chapter discusses implications for Initial Teacher Education and proffers ways in which art and design educators might be encouraged to refuse conformity, challenge unspoken ‘classism’ and work towards cultural democracy. Teachers are constantly encouraged to consider the significance of race, gender, Special Educational Needs and disability for an inclusive learning environment and heteronormativity and mental health; class is invariably omitted in the art curriculum. In 2002, the German sociologist Ulrich Beck famously stated that class had become a ‘Zombie Category’.

Type: Book chapter
Title: Social Class in art and design education: a significant omission
ISBN-13: 9780367193201
Open access status: An open access version is available from UCL Discovery
DOI: 10.4324/9780429201714
Publisher version: https://doi.org/10.4324/9780429201714
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher's terms and conditions.
UCL classification: UCL
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Culture, Communication and Media
URI: https://discovery.ucl.ac.uk/id/eprint/10120677
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