Literaturnachweis - Detailanzeige
Autor/in | Cairns, Abbie |
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Titel | What Motivates the Artist-Teacher in Adult Community Learning? It's Not about the Money |
Quelle | In: Research in Post-Compulsory Education, 28 (2023) 2, S.260-275 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Cairns, Abbie) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1359 6748 |
DOI | 10.1080/13596748.2023.2206709 |
Schlagwörter | Artists; Teachers; Motivation; Self Concept; Change; Community Education; Community Colleges; Career Choice; Adult Education; Art Education Artiste; Artist; Künstler; Künstlerin; Lehrer; Lehrerin; Lehrende; psychologische; Motivation (psychologisch); Selbstkonzept; Wandel; ; Gemeinschaftserziehung; Nachbarschaftserziehung; Community college; Community College; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Arts; Art in Education; Kunst; Bildung; Erziehung |
Abstract | Money has been the dominant way to understand the motivation for artists to teach. Written from an adult community learning (ACL) perspective, this research is part of a wider study interrogating artist-teacher identity transformation. This paper explores the motivations for becoming an artist-teacher in ACL, questioning the assumption that artists teach for financial security. ACL is comprised of 'community based and outreach learning opportunities, primarily managed and delivered by local authorities and general further education colleges'. ACL is plighted by casual contracts and precarious working hours, suggesting that financial security may not be the main motivator for working in this sector. The research employs autoethnography, to construct a layered account of what motivates individuals to become artist-teachers in ACL (206). Within the autoethnographic approach narrative is used to help understand these motivations (727). The paper helps to produce new knowledge about the motivations of the artist-teacher in ACL. This could have wider implications on the sector, which has generally been devalued and overlooked, including influences on the recruitment and retention of tutors. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |