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Rather than taking a transformational role in schools, new art and design teachers quickly become subject to 'school art' orthodoxy. Theories of subjectivity and the development of professional identity within communities of practice can feel far removed from the classroom. This article seeks to make clearer the processes by which teacher identity and practice becomes normalised and proposes ways that such processes may be resisted. With reference to Foucault, Lyotard, Bruner, Wenger and Bey, the classroom as a site of performativity is contrasted with alternative heterotopia-like sites away from the spectre of observation, where different identities and behaviours can be explored. These temporary sites of difference are an antidote to the orthodoxy of the 'school art' condition and open up the possibility for teachers, both new and experienced, to implement a more hospitable, participatory pedagogy. Abstract 424 Carol Wild iJADE 30.3 (2011)

Private ownership is a significant issue. In England the concept of a school existing for the benefit of the local community looks uncertain in the face of forced transfer to Academy status and partnerships with external private sponsors against the will of parents and teachers. Who profits from for‐profit education and what impact does semi‐privatisation have on the experiences of art teachers and students in schools? This article suggests that artist educators can act intentionally to create art experiences that counter the sterilising nature of the corporate school environment. Through adopting strategies used by contemporary artists to critique ideas of ownership and profit, art teachers can use the site of the classroom and the school itself in ways that ultimately reclaim a sense of belonging for both teachers and students.

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