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

Sellman, Edward (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 (1). pp. 60-72. ISSN 1476-8070

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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.

Item Type: Article
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.
Keywords: artists; vulnerable young people; safe spaces; pedagogy; social capital
Schools/Departments: University of Nottingham UK Campus > Faculty of Social Sciences > School of Education
Identification Number: https://doi.org/10.1111/jade.12026
Depositing User: Collier, Elanor
Date Deposited: 22 Mar 2016 11:26
Last Modified: 14 Sep 2016 15:22
URI: http://eprints.nottingham.ac.uk/id/eprint/32460

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