Artistic education and the possibilities for citizenship education

Enslin, P. and Ramírez-Hurtado, C. (2013) Artistic education and the possibilities for citizenship education. Citizenship, Social and Economics Education, 12(2), pp. 62-70. (doi: 10.2304/csee.2013.12.2.62)

Abstract

Citizenship education and education in the arts are not usually regarded as related. In this application of normative political theory to the nature and purpose of creative and arts-based education, the authors argue that they share some of their basic features and can complement each other in practice. Distinguishing artistic education from aesthetic education, the authors take Iris Marion Young's defence of communicative democracy as a framework for exploration and critique. This enables the authors to apply Young's reservations about deliberation - understood as rational discourse that leads to the best argument winning - as an appropriate description of interaction between citizens and as a model for learning in citizenship education. Through selected examples, the authors show how Young's notions of greeting, rhetoric, storytelling and gift-giving can foster forms of democratic citizenship, through the arts, which escape the dangers of the neo-liberal forms of citizenship implicated in an economy of exchange.

• Item Type: Articles
• Status: Published
• Refereed: Yes
• Glasgow Author(s) Enlighten ID: Enslin, Professor Penny
• Authors: Enslin, P., and Ramírez-Hurtado, C.
• College/School: College of Social Sciences > School of Education > Social Justice Place and Lifelong Education
• Journal Name: Citizenship, Social and Economics Education
• Publisher: Symposium Journals
• ISSN: 1478-8047
• ISSN (Online): 2047-1734