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Appears in Collections:Faculty of Social Sciences Research Reports
Peer Review Status: Refereed
Title: The art of democracy: Gallery education and young people's democratic learning
Author(s): Biesta, G J J
Lawy, Robert
McDonnell, Jane
Lawy, Helen
Editor(s): Taylor, B
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Citation: Biesta GJJ, Lawy R, McDonnell J & Lawy H (2008) The art of democracy: Gallery education and young people's democratic learning. Taylor B (ed.). Inspiring Learning in Galleries 02: Research Reports, 2, London. Engage (National Association for Gallery Education).
Keywords: democracy
art education
young people
gallery education
democratic learning
democratic education
Issue Date: Nov-2008
Publisher: Engage (National Association for Gallery Education)
Series/Report no.: Inspiring Learning in Galleries 02: Research Reports, 2
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.
Type: Research Report
Rights: The publisher has not responded to our queries therefore this work cannot be made publicly available in this Repository. Please use the Request a Copy feature at the foot of the Repository record to request a copy directly from the author; you can only request a copy if you wish to use this work for your own research or private study.
Affiliation: Education Management and Support
University of Exeter
University of Exeter
University of Exeter

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