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Abstract
This article explores the design, functions and experiences of a community-engaged education from the points of view of a university student and a lecturer. Whilst experiential learning is currently being presented as fundamental to university employability agendas in the UK, we reflect on the other important consequences of creating a more porous educational community. We suggest that taking arts and humanities pedagogies – archival research and collage in particular – outside of the classroom, positively impacts belonging and social justice, elements that are less easily captured by university metrics. Moreover, we propose that these pedagogies can be utilised to challenge dominant narratives around the purpose of education and build a new model for ‘good’ or ‘academic’ education across the life course.
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© The Author(s). This work is licensed under a Creative Commons Attribution 4.0 International License (https://creativecommons.org/licenses/by/4.0/).
Recommended Citation
Kruger, Katherine and Brown, Beth
(2025)
"Beyond Instrumentalization: Adventures in Crafting a Community-Engaged Education,"
International Journal of Lifelong Learning in Art Education: Vol. 8, Article 11.
Available at:
https://scholarscompass.vcu.edu/ijllae/vol8/iss1/11
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