Publicaties

Extending and building on previous work on the merits of Grace Davie’s theory about ‘believing without belonging’, this paper offers a comparative analysis of changes in the relationships between ‘believing’ and ‘belonging’ across countries. In doing so, two renditions of the theory that co-exist in Grace Davie’s work are distinguished, i.e., the typically foregrounded version about a de-institutionalization of Christianity and its often ...

Based on findings and suggestions originating from educational research, several cultural sociologists have claimed that the educational system has contributed to the erosion of the institutionalized character of fine arts throughout the 20th century. However, empirical research to substantiate this claim is scarce. We focus on secondary education in Flanders to study the centrality of high culture. Our goal is twofold: (1) We want to reflect on ...

Although there are plentiful examples of exceptionally successful people working in the arts, many artists find it difficult to establish and maintain themselves in creative labour. This paper analyses sustainable creativity through the lens of the so-called artistic biotope. It proposes that sustainable creativity in the arts requires a balance between the different spheres of the artistic biotope: the domestic domain, the peer domain, the ...

Institutions play a central role in the creation and preservation of the boundary between highbrow and lowbrow culture. The (fine) arts are well-embedded in dominant institutions and organizations—especially in the educational system and the state. This institutional embeddedness provides the structural basis for the legitimacy of certain cultural products/practices to function as status markers and to be associated—in a very natural and ...

It is claimed that from the sixties onwards the educational system has contributed to the erosion of the institutionalized character of fine arts. In line with a worldwide trend towards more student-centred curricula—some authors argue that the exclusive focus on high culture in school curricula has dwindled. However, empirical research to substantiate these claims is scarce. We focus on secondary education in Flanders to study the centrality of ...

It is claimed that from the sixties onwards the educational system has contributed to the erosion of the institutionalized character of fine arts. In line with a worldwide trend towards more student-centred curricula—some authors argue that the exclusive focus on high culture in school curricula has dwindled. However, empirical research to substantiate these claims is scarce. We focus on secondary education in Flanders to study the centrality of ...