Interrogating artist-teacher identity transformation in adult community learning

ABSTRACTThis research analyses how the experience of artist-teachers in ACL differs from that of artist-teachers in other educational sectors, and the impact of this difference on artist-teachers in ACL. This responds to the gap in the published literature on the role of artist-teachers working in FE generally and ACL more specifically. There is significant published research on artist-teachers in secondary and higher education within the UK and North America, where they are defined, and their role and experience delineated. However, the artist-teacher in Adult Community Learning (ACL), in the UK, has been overlooked. There is no data on the number or demographic of artist-teachers in this sector, with no acknowledgement of government data or published research. Indeed, there is no comprehensive list of ACL centres in the UK or extant data on how many ACL centres are operating and offering adult art courses.KEYWORDS: Artist-teacherAdult Community Learningprofessional identitygrounded theoryautoethnogprahy