Accessing postgraduate art and design, transitions and intersectionality

Broadhead, Samantha ORCID logoORCID: (2019) Accessing postgraduate art and design, transitions and intersectionality. In: Inclusion and Intersectionality in Visual Arts Education. Trentham Books @ IOE Press, London. ISBN 9781858568393


Inherent within this chapter is a criticism of the notion of higher education participation as a form of transformation, in particular class transformation (Reay, 2002; Hudson, 2009; Byrom,2010). It can be seen that socio-cultural factors still impact on students’ experiences within postgraduate study and beyond. The intersections of class with age or life stage are explored through the students’ experiences which are the focus of this chapter. By reading the stories from students from ‘non-traditional’ backgrounds who have successfully undertaken postgraduate study within the arts it can be seen that firstly identities are not ‘overwritten’ by new experiences within higher education and secondly, the intersectional nature of identity would make such a transformation problematic. The idea of transformation also implies that students’ previous experiences and identities are deficient and need to be improved or cleansed. Experiences in education can therefore be seen as adding to an individual’s wider life experience through a process of reflection.

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