Re-engaging disenfranchised Australian youth with Education through explorations of self-identity, experiences and expression in Art

Anna Cox, Victoria Clydesdale

Research output: Contribution to JournalArticle

Abstract

This small scale research project undertaken in Australia investigates how an art-based approach can re-engage disenfranchised young people into education. The project was undertaken as part of Postgraduate Certificate in Education programme by the main researcher in Australia, at an educational setting for disenfranchised young people. The collection and analysis of qualitative data demonstrates how art stimulates students’ interest and provides support in self-expression and com­munication. Methodological strategies involved visual art activities that promote self-confidence and self-esteem, which enhance well-being and supportive teach­ing relationships. Using self-reflexivity through visual creativity was found to help participants in developing more positive self-image and enhanced their self-confi­dence as learners.
Original languageEnglish
Pages (from-to)171 - 184
Number of pages14
JournalPolish Journal of Education Studies
Volume71
Issue number1
Early online date31 Dec 2018
DOIs
Publication statusPublished - 27 Feb 2019

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self-confidence
art
art student
educational setting
reflexivity
self-image
self-esteem
certification
creativity
education
experience
research project
well-being
communication
Teaching

Keywords

  • Youth
  • disinfranchised
  • self-expression
  • art activities
  • self-exploration

Cite this

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Re-engaging disenfranchised Australian youth with Education through explorations of self-identity, experiences and expression in Art. / Cox, Anna; Clydesdale, Victoria.

In: Polish Journal of Education Studies, Vol. 71, No. 1, 27.02.2019, p. 171 - 184.

Research output: Contribution to JournalArticle

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AB - This small scale research project undertaken in Australia investigates how an art-based approach can re-engage disenfranchised young people into education. The project was undertaken as part of Postgraduate Certificate in Education programme by the main researcher in Australia, at an educational setting for disenfranchised young people. The collection and analysis of qualitative data demonstrates how art stimulates students’ interest and provides support in self-expression and com­munication. Methodological strategies involved visual art activities that promote self-confidence and self-esteem, which enhance well-being and supportive teach­ing relationships. Using self-reflexivity through visual creativity was found to help participants in developing more positive self-image and enhanced their self-confi­dence as learners.

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