2026-04-14T05:58:30Zhttps://recercat.cat/oai/request

oai:recercat.cat:10230/529172025-12-18T01:17:07Zcom_2072_6col_2072_452952

00925njm 22002777a 4500 dc Ferrer, Mariona author Rovira, Marta, 1969- author Soler-i-Martí, Roger author 2022-04-27T11:40:07Z 2022-04-27T11:40:07Z 2022 This article discusses how non‐formal arts education attenuates socioeconomic and cultural barriers in a vulnerable context. Although cultural capital has usually been conceived as dependent on high socioeconomic status, we explore the inclusiveness of a project of non‐formal education and how it enhances the capacity of youth to achieve empowerment and self‐confidence through the arts. We analyse the case study of a non‐formal arts educational organisation located in a deprived neighbourhood of Barcelona (Spain) and identify several key factors associated with successful social inclusion and its limitations. We find that the pedagogical processes involved create both learning opportunities and social and interpersonal skills useful for the present and future lives of the young participants. Methodologically, the case study combines non‐participant observation of the different activities of the organisation and semi‐structured qualitative interviews with young people and educators. The article concludes with some recommendations for considering artistic non‐formal education as a tool in any social inclusion agenda. The article is based on research conducted within the international project Cultural Heritage and Identities of Europe’s Future (CHIEF), funded by the EU Horizon 2020 research and innovation programme (grant agreement no. 770464). artistic education arts empowerment non‐formal education social inclusion vulnerable youth Youth empowerment through arts education: a case study of a non‐formal education arts centre in Barcelona