Art Educators’ Thrift Shopping Practices as Social Action

Research output: Contribution to journalArticle

Abstract

How do artists and art educators who are engaged in regular thrifting view their consumptive practices? In this article, I draw on a small pilot case study and interview data from five artist–educators living in the southwestern United States and examine the motivations and habits of their thrift shopping practices. Findings shared by participants elucidate their conscious decisions to prioritize the purchase of secondhand goods and personal stories linked to the objects. Five themes about thrift shopping habits emerged from the data: (1) linked to personal identity; (2) utilitarian; (3) activism; (4) objects hold meaning; and (5) thrifting promotes feelings and actions related to relaxation and pleasure. Results conclude that artists and art educators view thrift shopping and consumer culture as a personal, interventionist practice that questions social norms. They also recast thrift shopping as a place of collaborative social practice in which participants have the power to individualize consumption.

Original languageEnglish (US)
Pages (from-to)303-316
Number of pages14
JournalStudies in Art Education
Volume60
Issue number4
DOIs
StatePublished - Oct 2 2019

Fingerprint

educator
art
artist
habits
Social Norms
purchase
Social Action
Art Educators
Shopping
interview
Habit
Artist
Pleasure
Activism
Personal Identity
Recasts
Conscious
Regular
Consumer Culture
Social Practice

ASJC Scopus subject areas

  • Education
  • Visual Arts and Performing Arts

Cite this

Art Educators’ Thrift Shopping Practices as Social Action. / Hochtritt, Lisa.

In: Studies in Art Education, Vol. 60, No. 4, 02.10.2019, p. 303-316.

Research output: Contribution to journalArticle

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