Abstract
AbstractPrivate ownership is a significant issue. In England the concept of a school existing for the benefit of the local community looks uncertain in the face of forced transfer to Academy status and partnerships with external private sponsors against the will of parents and teachers. Who profits from for‐profit education and what impact does semi‐privatisation have on the experiences of art teachers and students in schools? This article suggests that artist educators can act intentionally to create art experiences that counter the sterilising nature of the corporate school environment. Through adopting strategies used by contemporary artists to critique ideas of ownership and profit, art teachers can use the site of the classroom and the school itself in ways that ultimately reclaim a sense of belonging for both teachers and students.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: International Journal of Art & Design Education
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
