"The Mall" and "the Plant": Choice and the Classed Construction of Possible Futures in Two Specialized Arts Programs

Autor/inn/en	Gaztambide-Fernández, Rubén; VanderDussen, Elena; Cairns, Kate
Titel	"The Mall" and "the Plant": Choice and the Classed Construction of Possible Futures in Two Specialized Arts Programs
Quelle	In: Education and Urban Society, 46 (2014) 1, S.109-134 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1245
DOI	10.1177/0013124512438226
Schlagwörter	Foreign Countries; Art Education; Public Schools; High Schools; Magnet Schools; Urban Schools; High School Students; Discourse Analysis; Social Class; Career Choice; Course Selection (Students); Self Concept; Canada; Canada (Toronto) + Suchen Sie Ihr Suchwort? Ausland; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Public school; Öffentliche Schule; High school; Oberschule; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; High schools; Student; Students; Schüler; Schülerin; Studentin; Diskursanalyse; Social classes; Soziale Klasse; Course selection; Kurswahl; Selbstkonzept; Kanada
Abstract	This article explores how conceptions of choice and visions of the future are constructed within the context of specialized arts programs in two Canadian public high schools. The authors consider how discourses of the arts are implicated in the way that possible futures are envisioned differently, delimiting the range of choices available to students. Their analysis shows how choices are unequally distributed and possible futures unequally constructed in ways that reinforce social class hierarchies. The discussion of the data is organized around the contrast in how three tropes--"the architect," "the fifth year," and "being lazy"--emerge in both school contexts in relationship to students' futures. By illustrating how the arts operate in this process, the authors challenge the common assumption that arts programs have the inherent ability to transcend social structures in general and social class processes in particular. The authors conclude by considering the implications of their analysis for how notions of choice are understood in relationship to specialized arts programs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10