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.

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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’.

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