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Who Owns the Classroom? Profit, Pedagogy, Belonging, Power
Author(s) -
Wild Carol
Publication year - 2013
Publication title -
international journal of art and design education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.312
H-Index - 25
eISSN - 1476-8070
pISSN - 1476-8062
DOI - 10.1111/j.1476-8070.2013.12029.x
Subject(s) - profit (economics) , sociology , pedagogy , visual arts education , for profit , power structure , power (physics) , public relations , political science , business , law , economics , the arts , ethnography , physics , finance , quantum mechanics , anthropology , microeconomics
Private ownership is a significant issue. In England the concept of a school existing for the benefit of the local community looks uncertain in the face of forced transfer to Academy status and partnerships with external private sponsors against the will of parents and teachers. Who profits from for‐profit education and what impact does semi‐privatisation have on the experiences of art teachers and students in schools? This article suggests that artist educators can act intentionally to create art experiences that counter the sterilising nature of the corporate school environment. Through adopting strategies used by contemporary artists to critique ideas of ownership and profit, art teachers can use the site of the classroom and the school itself in ways that ultimately reclaim a sense of belonging for both teachers and students.