Youth, arts, and education: reassembling subjectivity through affect

There is a strong and growing body of practitioners and researchers invested in theorising arts education, and developing literature to support rigorous, critical and politicising thought around collaborative work with young people. While this work is often interdisciplinary, practices that have drawn the greatest critical attention have largely originated from the realm of the visual arts. Perhaps as a result of concerns over intellectual status, research around arts education has arguably also neglected to take seriously young people's engagement with artefacts of popular culture, such as television comedy or the music video. Anna Hickey-Moody's publication sets out to form several arguments against common conceptions of young people's cultural participation, utilising dance-based and popular pedagogies to understand how the arts create “new ways of knowing and being” and challenge assumptions and prejudices about young people (p. 1)