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This book explores the development of practical wisdom, or
phronesis, within the stories of four mature students studying for
degrees in art and design. Through an analysis informed by the
ideas of Basil Bernstein and Aristotle, the authors propose that
phronesis - or the ability to deliberate well - should be an
intrinsic part of a democratic education. As a number of vocational
and academic disciplines require deliberation and the ability to
draw on knowledge, character and experience, it is essential that
no student feels their experience puts them at a disadvantage. The
authors argue that democratic education should allow each
participant to feel enhanced, included and able to participate in
order to create a constructive and reciprocal dialogue. This work
will be of value to students and scholars interested in democratic
education, the experiences of non-traditional students, and the
sociology of education.
This book explores the development of practical wisdom, or
phronesis, within the stories of four mature students studying for
degrees in art and design. Through an analysis informed by the
ideas of Basil Bernstein and Aristotle, the authors propose that
phronesis - or the ability to deliberate well - should be an
intrinsic part of a democratic education. As a number of vocational
and academic disciplines require deliberation and the ability to
draw on knowledge, character and experience, it is essential that
no student feels their experience puts them at a disadvantage. The
authors argue that democratic education should allow each
participant to feel enhanced, included and able to participate in
order to create a constructive and reciprocal dialogue. This work
will be of value to students and scholars interested in democratic
education, the experiences of non-traditional students, and the
sociology of education.
This book comprises the responses of a group of multi-disciplinary
writers/ researchers/practitioners to the proposition that arts
education in the twentyfirst century has become industrialised.
Historical and contemporary examples of how arts education prepares
students for working in industry are discussed to show how the
expectations of educators, students and industry representatives do
not always concur. The extent to which arts pedagogies have been
informed by the agendas of the cultural industries as well as wider
neoliberal ideologies are also considered. This leads to questions
about the function and value of arts education. The debates expose
tensions of producing students who are 'industryready' in an
educational context that must, at the same time, consider other
issues such as sustainability and widening participation. Writers,
educators and researchers in vocational education, creative
writing, jewellery design, animation, fashion branding and popular
music investigate the complexities relating to this topic from
their own diverse points of view.
This volume brings together a range of practitioners, managers, and
researchers who work within the field of arts higher education to
reflect on strategies to increase access and widening participation
(WP). The issues presented in this book are situated within a wider
global context where countries are seeking greater harmonisation of
higher education as students and workers become more mobile,
crossing international borders. The chapter authors address various
issues within higher education institutions from a WP context,
including areas such as creative writing, music, art and design. In
exploring these issues the editor and her chapter authors seek to
answer how those teaching in arts higher education can promote the
value and quality of their work while ensuring fair access and wide
participation for all.
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