Research Degree: Education, Practice and Society

My study aims to understand how interactions between arts organisations and schools, often posited as initiatives for social mobility, may instead perpetuate existing inequalities through the types of culture and forms of knowledge that they legitimise. This exists at the intersection of the ESRC remits of education and sociology, and has potential to contribute to parallel ESRC-funded projects based at UCL (ASPIRES and Youth Equity + STEM) through examination of how factors such as class may impact school student participation in specific disciplines. It is further based on eight years of professional experience within the arts education sector, promising a vitally important topic and live networks for facilitating access and distribution of results. A three stage study is proposed. First, a mapping of the arts organisation-school anatomy and second, an exploration of the understanding held by students, school staff and arts organisation educators of this interaction. Third, analysis of the above data through Bourdieu's concepts of field, habitus and capital will reveal the capitals possessed by each group and the role they play within the arts organisation-school interaction. As well as contributing to identified literature gaps (including Generation Z and Generation Alpha conceptualisation of 'arts and culture' and an anatomy of arts organisation-school interaction), results promise concrete industry impact. This could include a barometer for arts organisation evaluation and design of educational programmes, practical training for arts educators in understanding student audiences or providing direction for future studies. The clearly defined outputs of this research align with ESRC 2022-2025 strategic priorities of 'Impact and Engagement', promising value for money across arts and education policy, third sector arts and education organisations and arts businesses hoping to contribute meaningfully to expanding youth access to England's cultural industries.