'Lacking' Subjects: Challenging the Construction of the 'Empowered' Graduate in Museum, Gallery and Heritage Studies

Autor/inn/en	Coffield, Emma; Markham, Katie; Crosby, Jessica; Athanassiou, Maria; Stenbom, Cecilia
Titel	'Lacking' Subjects: Challenging the Construction of the 'Empowered' Graduate in Museum, Gallery and Heritage Studies
Quelle	In: Arts and Humanities in Higher Education: An International Journal of Theory, Research and Practice, 22 (2023) 2, S.112-127 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Coffield, Emma)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1474-0222
DOI	10.1177/14740222221132953
Schlagwörter	Museums; Heritage Education; Cultural Education; Graduate Students; Employment Potential; Student Attitudes; Foreign Countries; Higher Education; Teaching Methods; Empowerment; College Graduates; Educational Theories; Education Work Relationship; Job Skills; Self Concept; Work Experience; Anxiety; Outcomes of Education; United Kingdom + Suchen Sie Ihr Suchwort? Museum; Museumswesen; Museen; Culture; Education; Kulturelle Bildung; Kulturelle Erziehung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Schülerverhalten; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Teaching method; Lehrmethode; Unterrichtsmethode; Hochschulabsolvent; Hochschulabsolventin; Educational theory; Theory of education; Bildungstheorie; Produktive Fertigkeit; Selbstkonzept; Employment experience; Job experience; Occupational experience; Berufserfahrung; Angst; Lernleistung; Schulerfolg; Großbritannien
Abstract	This article challenges what is now a common assumption in Higher Education; that teaching for employability will result in enabled and empowered graduates. Drawing upon empirical data, and Foucault's concept of subjectification, we argue that discourses of employability instead encouraged museum, gallery and heritage postgraduate students at one UK-based institution to perceive themselves as subjects 'lacking' the resources needed for work -- an understanding of self that formed prior to study, which then permeated the entire learning and teaching experience. Moreover, we note that the trajectory from 'lacking student' to 'employable graduate' is often reliant upon an accrual of assets (e.g. work experience, skills) not openly available to all. As such, the article sounds a note of caution with regards the rhetoric of employability within Higher Education, while giving voice to students' perspectives and anxieties around employability. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01