Professional mobilities in the creative industries: The role of “place” for young people aspiring for a creative career

Noonan, Caitriona

doi:10.1080/09548963.2015.1088121

Cited by 14 publications

(6 citation statements)

References 16 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…While silversmithing and metal crafts are not explicitly represented in the case study disciplines, students and graduates did engage with these materials under the banner of ‘craft’, ‘jewellery’ and ‘product’. The geographical range of this study matters as place plays a role in the experiences of creative students and graduates (Noonan, 2015), including their professional development education (England, 2022b). Access to case studies was also taken into consideration, drawing on the author’s professional network for two cases, while new connections were established – via email – for the other two, aided by the research connection with Crafts Council UK.…”

Section: Methodsmentioning

confidence: 99%

Crafting professionals: Logics of professional development in craft higher education

England

2023

Arts and Humanities in Higher Education

View full text Add to dashboard Cite

This article explores how the presence of competing logics in craft higher education (HE) influences educational provision and student experience. Findings are presented from four craft HE case studies across England, including analysis of degree programme specifications and module curricula and interviews with educators, current students and recent graduates conducted in 2018. The article presents how these logics influence employability-focused teaching in craft curricula and how this impacts time, space and facilities allocated to physical craft work. Key tensions identified include perceptions and measurement of graduate “success”, the impact on skill development and studio space and (dis)engagement with professional development training. The article concludes with reflection on how this relates to the perceived value of arts degrees, but argues that the responsibility to “prepare” students for craft careers cannot lie solely with HE providers.

show abstract

Section: Methodsmentioning

confidence: 99%

Crafting professionals: Logics of professional development in craft higher education

England

2023

Arts and Humanities in Higher Education

View full text Add to dashboard Cite

show abstract

“…The author also revealed the importance of London in terms of career and professional development; however, many of the interviewees chose to live in other locations for lifestyle reasons. Noonan (2015, p. 307) also revealed that for this group, the ‘ability to move meaningfully in and through creative spaces and places is an important element of their professional development’. McLeod et al.…”

Section: Literature Reviewmentioning

confidence: 96%

“…In terms of the United Kingdom, two studies of relevance are those by Noonan (2015) and McLeod, O’Donohoe, and Townley (2011). Noonan (2015), via surveys with 25 Bachelor of Arts students as well as seven follow-up interviews, argued that the creative industries workforce is characterised by informality including limited opportunities for professional development. The author also revealed the importance of London in terms of career and professional development; however, many of the interviewees chose to live in other locations for lifestyle reasons.…”

Section: Literature Reviewmentioning

confidence: 99%

Professional development in the creative industries: Methods and insights from regional practitioners

Daniel

Fleischmann

Welters

2017

Australian Journal of Career Development

View full text Add to dashboard Cite

Professional development for those pursuing a career in creative industries is typically driven by individual practitioners, given most areas (e.g. photography, design, film) do not require membership with a regulatory organisation or evidence of continuing skills development. For those based regionally, opportunities for professional development are also less available than for those in capital cities. This paper reports on the findings of a survey (N = 151) and follow-up interviews (N = 29) with current creative industries practitioners in the regional city of Townsville in northern Australia, in relation to professional development opportunities and issues faced as a result of being located a substantial distance from the nearest capital city. The findings reveal a range of key challenges for regional practitioners due to distance and access to specialists in the field, yet at the same time a number of opportunities for those who display human agency and who are agentic learners.

show abstract

“…In the United Kingdom, scholars have critically engaged with government policy and its focus on young people's social mobility and aspirations (Milestone, 2016;Noonan, 2015;Allen & Hollingworth, 2013). Within this body of scholarship, there are only a few comparative qualitative studies exploring the implications of place on young people's ambitions for the future (Evans, 2016;Donnelly & Evans, 2015;Allen & Hollingworth, 2013).…”

Section: Youth Aspirations: the Literaturementioning

confidence: 99%

“…Regarding academic performance and educational attainment, studies also demonstrate that Asian Canadians are more likely to attend post-secondary schools than other ethnic groups, and African Canadians perform below European Canadians (Crysdale, King, & Mandell, 1999;Finnie, Lascelles, & Sweetman, 2005). According to Thiessen (2009), the differences in postsecondary education can be explained by a host of structural and cultural advantages and disadvantages that modulate young people's experience of the educational system.In the United Kingdom, scholars have critically engaged with government policy and its focus on young people's social mobility and aspirations (Milestone, 2016;Noonan, 2015;Allen & Hollingworth, 2013). Within this body of scholarship, there are only a few comparative qualitative studies exploring the implications of place on young people's ambitions for the future (Evans, 2016;Donnelly & Evans, 2015;Allen & Hollingworth, 2013).…”

mentioning

confidence: 99%

Unpacking Young People’s Narratives About Their Aspirations: A Bourdieusian Perspective

Haines‐Saah

Hilario

et al. 2016

IJCYFS

View full text Add to dashboard Cite

Abstract:Drawing from Bourdieu's theories on habitus, capital, and field, this article explores the complex relationship between social context and youth's aspirations and perceptions of the future. Based on findings from interviews we conducted with young people in two distinct communities in British Columbia, Canada, we undertook a comparative analysis of the ways in which class and place influence young people's "imagined futures". Our findings suggest that family plays an instrumental role in shaping youth's aspirations in both locations. Perceptions regarding opportunity and mobility varied greatly between the communities, and appeared to be influenced by racialized and gendered inequalities. A few youth had aspirations that resided outside of the narrative parameters mapped out by their peers. We explore the implications of these perspectives for community-level strategies aiming to improve young people's future trajectories, which could have positive impacts on their current and future health and wellbeing. While Bourdieu's theories do not explicitly consider adolescent-specific capital, we found them to be helpful in making sense of youth's narratives about their futures. Keywords 424Young people's aspirations for educational and career goals have been shown to be influenced by structural inequalities (Allen & Hollingworth, 2013;Archer & Yamashita, 2003). It is well documented that class structures associated with poverty and social disadvantage can constrain aspirations and place youth at risk for poor health and social outcomes, and can diminish educational and occupational successes relative to more advantaged peers (Ceballo, 2004;Maurizi, Ceballo, Epstein-Ngo, & Cortina, 2013;Stewart, Stewart, & Simons, 2007;Walpole, 2003;Wilson, 2010;Yoshikawa, Aber, & Beardslee, 2012). While such structural limitations are not linked to class or income status alone (Gonzales, 2011;Mello & Swanson, 2007;Noguera, 2003), researchers have drawn on a variety of approaches to theorize the influence of context -structural, social, cultural, or a combination thereof -on youth's life trajectories.Following Bourdieu and Passeron's (1977) work examining the education system in France, analyses of cultural capital have figured prominently within social education research (Dumais, 2002;Grenfell & James, 1998). Bourdieu's theorization of cultural capital has been a staple for understanding the cultural influences on the "achievement gap" present in educational outcomes (Lareau & Weininger, 2003). Educational theorists have long used Bourdieu's theory of cultural and social capital to explain how families with class privilege confer advantages beyond economic benefits upon their children, facilitating success in school. Additionally, this theory has been used to illuminate how both the evaluation standards and social values of institutional fields of education may disadvantage students from working-class backgrounds (Lamont, Schmalzbauer, Waller, & Weber, 1996;Lareau, 1989).In terms of work and employment, Charlesworth's A Pheno...

show abstract

Professional mobilities in the creative industries: The role of “place” for young people aspiring for a creative career

Cited by 14 publications

References 16 publications

Crafting professionals: Logics of professional development in craft higher education

Crafting professionals: Logics of professional development in craft higher education

Professional development in the creative industries: Methods and insights from regional practitioners

Unpacking Young People’s Narratives About Their Aspirations: A Bourdieusian Perspective

Contact Info

Product

Resources

About