Social class, pedagogy and achievement in art

This thesis explores pedagogy associated with high levels of achievement in art in the final year of secondary school, by learners in different social positions. It investigates first, achievement patterns in final-exhibition percentage grades, in relation to learners' social class, race, and gender. Second, based on comparison of high and lower-achieving school classes of socially similar learners, it examines specific pedagogic features linked to success in particular social contexts. The research asks whether or not specific pedagogic features are associated with achievement in art for learners in particular social positions, and if so, whether. These are similar to pedagogic features linked to success in science. It combines different methods to address these questions: a survey to identify art achievement patterns in relation to learners' social class, race and gender, and a multiple case study for detailed exploration of pedagogy and curriculum linked to performance in art, in six school classes. Finding achievement patterned more strongly in relation to social class than race or gender, analysis focuses on social class and achievement.

Grantor dc:publisher.institution

School of Education

Year dc:date.issued

2005

Author dc:creator

• Bolton, Heidi

Advisors dc:contributor.advisor

• Muller, Johan
• Dunne, Tim
• Ensor, Paula

Language dc:language.iso

eng

Handle dc:identifier.uri

http://hdl.handle.net/11427/10155

OAI identifier oai:identifier

oai:open.uct.ac.za:11427/10155