本土教学艺术家的未来?谈青年艺术与人文领域专业化的矛盾。

IF 0.7 Q3 EDUCATION & EDUCATIONAL RESEARCH
H. Winkler, Tyler Denmead
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引用次数: 3

摘要

青年艺术和人文项目为青年参与者提供了宝贵的学习机会,使他们成为我们所说的“本土教学艺术家”。经过几年的艺术和教学发展,这些校友在他们曾经参加过的项目中教授年轻人。这种现象出现的同时,教学艺术家领域也通过高等教育的新认证途径变得专业化。这种同时性提出了一个悖论。专业化引入了进入教学艺术家领域的正式标准和障碍,同时,教学艺术家通过青年艺术和人文项目的非正式途径,培养种族化和低收入的青年成为教学艺术家。换句话说,该领域的专业化与其扩大和维持青年文化自决权的愿望是不一致的。在转向政策和实践的含义之前,我们通过调查三位本土教学艺术家的途径和实践来解决这一矛盾。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The Future of Homegrown Teaching Artists? Negotiating Contradictions of Professionalization in the Youth Arts and Humanities Fields.
Youth arts and humanities programs are providing invaluable learning opportunities for youth participants to become what we term “homegrown teaching artists.” After several years of artistic and pedagogic development, these alumni teach youth in the same programs where they were once participants. This phenomenon has emerged at the same time that the teaching artist field has become professionalized with new credentialed pathways through higher education. This simultaneity presents a paradox. Professionalization introduces formal standards and barriers to entry into the teaching artist field at the same time that teaching artists train youth who are racialized and lowIJEA Vol. 17 No. 10 http://www.ijea.org/v17n10/ 2 income to become teaching artists through informal pathways in youth arts and humanities programs. In other words, the professionalization of the field is at odds with its aspiration to expand and sustain youth’s right to cultural self-determination. We address this contradiction by investigating the pathways and practices of three homegrown teaching artists before turning to implications for policy and practice.
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来源期刊
International Journal of Education and the Arts
International Journal of Education and the Arts EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
1.30
自引率
16.70%
发文量
0
审稿时长
12 weeks
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