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Tyler Denmead

Position/Status

Associate Professor of Arts and Creativity in Education

Fellow and Director of Studies, Education at Queens' College

E-mail Address

td287 (at) cam.ac.uk

Phone

+ 44 (0)1223 767634

Qualifications

  • Ph.D., University of Cambridge (Queens’ College), Education, May 2011
  • M.Phil. (distinction), University of Cambridge (Queens’ College), Education, May 2008
  • B.A., Brown University, History of Art and Architecture, May 2007

Membership of Professional Bodies/Associations

  • Editorial Review Board, Studies in Art Education
  • Steering Committee, Art Education Research Institute
  • Member of National Society for Education in Art and Design (member of Anti-Racist Art Education Action Group)

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Profile

My research has challenged conventional views that presume teaching creativity is inherently positive or that creativity is inherently good for cities. In The Creative Underclass: Youth, Race, and the Gentrifying City (Duke University Press, 2019), I critically examine my paradoxical role as the founder of an American-based arts studio for youth. Some young people credited the studio with providing transformative educational experiences, while, at the same time, acting as a gentrifying force in their neighbourhoods. I put forward the concept of the creative underclass to illuminate this paradox of dispossession-through-inclusion and the ways in which young people refuse gentrification and its troubling racial logics through their creative cultural practices.

A key theme in this book is the circular ways in which white people reflecting on their complicity in systemic racism shores up whiteness. I am addressing this problem in a new project, titled "White Divestment," which has been supported by the Leverhulme Trust. My current scholarship is largely rooted in the cultural studies tradition, and also draws from critical race and ethnic studies, critical whiteness studies, and contemporary critical theory.

I have also contributed to scholarship on the nature and ethics of labour and labour division in higher education. My 2018 artistic performance, Tier Two Worker Remote Office, is referenced in the Wikipedia entry for the 2018-2020 UK higher education strikes, and my 2019 paper on that performance is published in the Journal of Curriculum and Pedagogy. I also collaborated with Professors Arathi Sriprikash (Education; University of Bristol) and Paulina Sliwa (Philosophy, University of Vienna) on a paper that examines the temporal aspects of racial and gendered labour divisions in higher education.

Twitter

@td287

Academic Area/Links

  • Culture, Politics, and Global Justice
  • Arts and Creativities
  • Race, Empire, and Education Collective

Current doctoral student topics:

  • Decolonising the visual art curriculum in Ghana
  • Encounters with whiteness by Chinese women english language teachers
  • The entanglement of Indian Classical Dance in ethno-nationalist political movements
  • New forms of biopolitical power operating in the lives of Muslim girls' in Britain
  • Spacemaking by Black British women in elite British universities
  • The epistemics of touch
  • Anti-Asian hate and Chinese students experiences of higher education

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Teaching

  • Arts, Creativity, and Education MPhil program
  • Creativity and Thinking Undergraduate Tripos
  • Research Methods MPhil
  • Researching Practice MEd

Awards

  • In 2019, students at the University of Cambridge selected me as the best lecturer across the university.

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Books

Denmead, T. (2019). Creative Underclass: Youth, Race, and the Gentrifying City. Durham, North Carolina: Duke University Press.


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Recent Articles

Denmead, R. (2021) Time After Whiteness: Performative Pedagogy and Temporal Subjectivities in Art Education, Studies in Art Education, 62:2, 130-141, DOI: 10.1080/00393541.2021.1896252

Denmead, T. “White Warnings.” Journal of Cultural Research in Art Education, Whiteness and Art Education 36, no. 1 (2019), 108-124.

Denmead, T. “Tier Two Worker Remote Office: Resisting the Marketization of Higher Education.” Journal of Curriculum and Pedagogy 16, no. 1 (2019): 6–34.