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Safe spaces, support, social capital: a critical analysis of artists working with vulnerable young people in educational contexts

Sellman, Edward

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Abstract

This article provides a critical and thematic analysis of three research projects involving artists working with vulnerable young people in educational contexts. It argues that artists create safe spaces in contrast to traditional educational activities but it will also raise questions about what constitutes such a space for participants. It will then show that skilled artists often mediate dichotomous pedagogical positions, characterised by competency and performance. It will employ the metaphor of a trellis to illustrate how artists provide flexible structure and support whilst allowing freedom and growth. Finally, it will discuss the social impact of the arts through the lens of social capital theory, highlighting the utility of the approach whilst also indicating areas for critical refinement.

Journal Article Type Article
Publication Date Feb 1, 2015
Journal International Journal of Art & Design Education
Print ISSN 1476-8062
Electronic ISSN 1476-8070
Publisher Wiley
Peer Reviewed Peer Reviewed
Volume 34
Issue 1
APA6 Citation Sellman, E. (2015). Safe spaces, support, social capital: a critical analysis of artists working with vulnerable young people in educational contexts. International Journal of Art and Design Education, 34(1), doi:10.1111/jade.12026
DOI https://doi.org/10.1111/jade.12026
Keywords artists; vulnerable young people; safe spaces; pedagogy; social capital
Publisher URL http://onlinelibrary.wiley.com/doi/10.1111/jade.12026/full
Copyright Statement Copyright information regarding this work can be found at the following address: http://eprints.nottingh.../end_user_agreement.pdf
Additional Information This is the peer reviewed version of the following article: Sellman, E. (2015), Safe Spaces, Support, Social Capital: A Critical Analysis of Artists Working with Vulnerable Young People in Educational Contexts. International Journal of Art & Design Education, 34: 60–72, which has been published in final form at https://doi.org/10.1111/jade.12026. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-Archiving.

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Copyright Statement
Copyright information regarding this work can be found at the following address: http://eprints.nottingham.ac.uk/end_user_agreement.pdf





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