IN-PERSON MADRID FOCUS ON PEDAGOGY. SECTION A

Abstract

This paper critiques the growing ‘entertainmentisation’ of creative education and argues that this trend undermines the sociological integrity of education. It is particularly acute in higher education, where subjectivity in assessment and the predominance of wealthier students exacerbate its effects. Drawing on the authors’ first-hand experiences teaching at universities in London, Glasgow, and Bangkok, this paper examines the shifting dynamics between learners and educators. Increasingly, learners approach learning as a form of consumption, expecting to be ‘entertained’ while relegating intellectual engagement to a secondary or even unnecessary concern. Educators are pressured to adopt entertainment-oriented strategies that reduce the intensity and complexity of course material. Institutional mechanisms—such as teaching awards and student satisfaction surveys—further reinforce this tendency. Moreover, it intensifies the emotional labour required of educators, who are expected to maintain a modest and cheerful persona and avoid difficult or politically sensitive topics. Consequently, creative education, which often involves deeply personal and socially charged subject matter, becomes depoliticised and less capable of fostering critical engagement or social change. This paper situates these dynamics within broader sociological concerns, highlighting the disconnection between educational content and real-world application. Students, often relying on inherited networks rather than acquired knowledge for postgraduation employment, further reinforce the marginalisation of education as a tool for social mobility. Ultimately, this study re-conceptualise education as leisure and critiques the pedagogical implications of its entertainmentisation.