Abstract

This thesis follows three case studies of adult art education centres in the city of Montreal, Quebec, to examine how different types of centres utilize their structures, such as funding sources, material resources, staffing, location, and programming, to create accessible entrances to education in their different communities. The types of centres researched include a Makerspace, an Art Centre, and an Artist-Run centre, each with specific mandates and structures that inform and build their community audience.