Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.681213
Title: An exploration of how visual art can be used to prepare marginalised youth for a positive future using mixed human inquiry methodologies
Author: Oliver, Valerie Mae
ISNI:       0000 0004 5919 3935
Awarding Body: Brunel University
Current Institution: Bucks New University
Date of Award: 2015
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Abstract:
The overarching research explores if and how using contemporary art education and practices can help to reintegrate marginalised youth and to raise their sense of self-efficacy. The framework of theory involving Sartre (2003), Foucault (1977), and Bandura (1994) informed the research activity in the action research undertaken. In regard to the social and cultural transition beginning with the Enlightenment period in the eighteenth century, the research identifies a need to establish the value of how fine art offers theoretical and practical methods which would strengthen and increase educational resources along with pedagogic values for future sustainability of creative and educational impacts. In today’s society there are apparent gaps in relation to the discourse of aesthetic and ideology of cultural values regarding the fine arts and discourse of past and present diversity with sub cultures within our society. The research design of this particular action research project involves selected research methods incorporating contemporary ‘art-based’ practices and case studies. It is guided by the interpretive paradigm because ‘it is characterised by a belief in a socially constructed subjectively-based reality, one that is influenced by culture and history’ (O’Brien, 2001:7). Three intertwined strands: (1) the action research project, (2) the observation and reflection on three Outsider Art exhibitions and (3) the process evaluation of Maidstone Prison (see Appendix 2: 228) address the research question by forming a practical structure that individuals can explore. The chosen methods used for documentation purposes included using a reflective diary, video, photography and sound recordings. A key finding highlighted the displacement of the participants within the educational institution, which mirrored their exclusion. This pertains to two key elements that were present in the treatment of the participants; (1) separation that is used as a function and (2) space that is used for placement. Therefore, it is important to consider further application towards addressing additional time and location of space. This will enable a richer environment to sustain a participant’s sense of selfefficacy in the wider society and allow a sense of closure where individuals do not get lost within the process. A different approach towards selecting a location and interior space is also essential so as not to mirror exclusion.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.681213  DOI: Not available
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