The art of democracy: Gallery education and young people's democratic learning

Abstract

First paragraph: This report provides an account of the work of the South West cluster of phase 2 of the enquire programme. The overall aim of the programme was to explore and identify the conditions for maximising the transformative potential of gallery education for young people (Taylor 2006, p.15). The aim of the work of the South West cluster was to investigate the benefits of gallery education in providing opportunities for young people’s democratic learning. The South West cluster set up a number of artist-led projects for young people from secondary schools in the South West of England and from a pupil referral unit (see below). The projects, which were conducted in several art galleries in the South West between October 2006 and November 2007, were aimed at providing young people with opportunities for democratic participation and decision-making in the context of gallery education. Democratic learning encompasses both process and outcome: it refers to practices of learning that are democratic in quality and that have the potential to impact positively on young people’s growth as democratic citizens. Democratic learning environments provide opportunities for participation, for having a say, for contributing to the shape and form of collective activities, pay attention to difference – different opinions, understandings, motivations, and values – and to do so in an inclusive way.