Sustainable Development and Cultural Policy: Do They Make a Happy Marriage?
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Understanding the Value of Arts & Culture | the AHRC Cultural Value
Understanding the value of arts & culture The AHRC Cultural Value Project Geoffrey Crossick & Patrycja Kaszynska 2 Understanding the value of arts & culture The AHRC Cultural Value Project Geoffrey Crossick & Patrycja Kaszynska THE AHRC CULTURAL VALUE PROJECT CONTENTS Foreword 3 4. The engaged citizen: civic agency 58 & civic engagement Executive summary 6 Preconditions for political engagement 59 Civic space and civic engagement: three case studies 61 Part 1 Introduction Creative challenge: cultural industries, digging 63 and climate change 1. Rethinking the terms of the cultural 12 Culture, conflict and post-conflict: 66 value debate a double-edged sword? The Cultural Value Project 12 Culture and art: a brief intellectual history 14 5. Communities, Regeneration and Space 71 Cultural policy and the many lives of cultural value 16 Place, identity and public art 71 Beyond dichotomies: the view from 19 Urban regeneration 74 Cultural Value Project awards Creative places, creative quarters 77 Prioritising experience and methodological diversity 21 Community arts 81 Coda: arts, culture and rural communities 83 2. Cross-cutting themes 25 Modes of cultural engagement 25 6. Economy: impact, innovation and ecology 86 Arts and culture in an unequal society 29 The economic benefits of what? 87 Digital transformations 34 Ways of counting 89 Wellbeing and capabilities 37 Agglomeration and attractiveness 91 The innovation economy 92 Part 2 Components of Cultural Value Ecologies of culture 95 3. The reflective individual 42 7. Health, ageing and wellbeing 100 Cultural engagement and the self 43 Therapeutic, clinical and environmental 101 Case study: arts, culture and the criminal 47 interventions justice system Community-based arts and health 104 Cultural engagement and the other 49 Longer-term health benefits and subjective 106 Case study: professional and informal carers 51 wellbeing Culture and international influence 54 Ageing and dementia 108 Two cultures? 110 8. -
'Resistance,' 'Cultural Radicalism,' and 'Self-Formation'
Popular Culture, ‘Resistance,’ ‘Cultural Radicalism,’ and ‘Self-Formation’ Comments on the Development of a Theory Kaspar Maase 1. PRELIMINARY COMMENTS This article follows up on the debate over the resistance potential of popular culture. The first part traces the historical constellation of ideas in which the question arose and remains to this day. The second part attempts to systematize different dimensions of ‘resistance.’ The third part examines the development and criticism of this approach in the field of Cultural Studies. This leads to the fourth part, which investigates the role “cultural radicalism” (Fluck, “Die Wissenschaft” 115) has played in this discussion. The fifth part introduces the concept of self-formation. The sixth discusses the ways in which the political relevance of popular culture has been evaluated, and how the ‘resistance’ approach can be further developed. ‘Resistance’ in a specific sense, namely that established in British Cultural Studies, forms the point of reference, framing the topic of this article in three ways. Firstly, the analysis will take place within the supposed context of a clash of interests between ‘the people’ and ‘the power bloc’; secondly, it will focus on the cultural dimension; and thirdly, it will investigate the cultural exercise of power and oppositional practices from the perspective of ‘the people’ with the intention of facilitating their empowerment. The thoughts of political and academic actors as to what exactly constitutes ‘resistance’ are as varied and contradictory as the concerns articulated by ‘the people.’ Nonetheless, there is a widespread expectation that research from the perspective of ‘the people’ has to promote 46 Kaspar Maase oppositional feelings, thoughts, and actions. -
Megachurches and Popular Culture: on Enclaving and Encroaching
Chapter 4 Megachurches and Popular Culture: On Enclaving and Encroaching Simon Coleman and Saliha Chattoo 1 Introduction: Performing the ‘Mega’ Christians have always built large churches. Imposing cathedrals dominated the architectural profiles and often the economies of cities in medieval Eu- rope, and spread into the New World along with colonisation and missionisa- tion (Coleman and Bowman 2018). Yet, while such churches are often huge, we do not think of them as mega. Their size – expressive of ecclesiastical authority – has a different quality to the dynamic, ostensibly more democratic forms of expansion that we associate with today’s megachurches.1 If many Gothic and neo-Gothic cathedrals expanded upwards towards the heavens while ostentatiously occupying urban centres, contemporary megachurches have tended to expand sideways, taking up large swathes of land in suburban areas, or repurposing large-scale facilities such as sports arenas. Furthermore, these differences in models of growth go beyond the spatial or the architec- tural. Cathedrals have tended to represent ‘high culture’, embodying national identity, craftsmanship, education, and patronage. Megachurches inhabit a very different cultural realm, relying on an ability to attract people to their ser- vices and consumers to their products. An empty cathedral (and there are many) still provides an important symbolic and civic function. An empty megachurch serves no purpose at all. This chapter demonstrates the importance of popular culture to the devel- opment of megachurches, showing its intimate connection with such church- es’ performances of what is often made to seem like ineluctable expansion. Our use of the word performance here is very deliberate, since it is meant to convey the sense of both producing growth and displaying it through a variety of media (see also Goh 2008; Maddox 2012). -
Quality Culture: Understandings, Boundaries and Linkages
Quality culture: understandings, boundaries and linkages Lee Harvey & Bjørn Stensaker Presented at EAIR Forum Innsbruck, September 2007. Submitted to European Journal of Education 24th November, 2007 Published as Harvey, L. and Stensaker, B., 2008, ‘Quality culture: understandings, boundaries and linkages’, European Journal of Education 43(4), pp. 427–42. ABSTRACT As part of the process of enhancing quality, quality culture has become a taken-for- granted concept intended to support development and improvement processes in higher education. By taking a theoretical approach to examining quality culture, starting with a scholarly examination of the concept of culture, and exploring how it is related to quality, quality improvement and quality assurance, the aim of this paper is to create a better understanding of how one can make sense of quality culture, its boundaries but also its links to the fundamental processes of teaching and learning. Keywords: quality, culture, quality culture, learning and teaching, academic engagement 1. Introduction Quality assurance is no longer a novelty to higher education. National and institutional systems for evaluation, assessment, accreditation and audit are now a routine in the majority of European countries (Schwarz & Westerheijden 2004). However, this does not mean that quality work and quality improvement is an integrated part of the sector. Available evidence rather suggests that while systems, procedures and rules are being laid down, creating much data, many reports and much attention (Stensaker 2003), there is still a lack of staff and student attachment and active involvement in these processes (Newton 2000; Vidal, 2003). When trying to describe the ideal involvement of student and staff in such processes, the concept of quality culture has in the latter years often been highlighted as a description of the social processes intended to characterise well-functioning quality systems and quality work processes (Ba˘stová et al., 2004; Rozsnyai, 2003). -
Pragmatism and Popular Culture: Shusterman, Popular Art, and the Challenge of Visuality
Pragmatism and Popular Culture: Shusterman, Popular Art, and the Challenge of Visuality STEFÁN SNAEVARR I In this article I will discuss Richard Shusterman’s defense of popular cul- ture. I intend to show that while his arguments are highly interesting, the entertainment industry has a dark side, which he tends to ignore. Actually, I fear that higher culture and even civilization itself might be endangered by the predominance of popular culture. I am especially skeptical of visual entertainment. Its triumph in the last decades seems to have had a nega- tive impact on linguistic skills, lead to the decline of reading, and caused an increase in attentional deficiency among children. The relevance for educational matters should be obvious. Let us now take a look at Shusterman’s theories. It is not by chance that he defends popular culture; after all, he is one of the few aestheticians today who enjoys some popularity. As a result, his work is widely read outside of the philosophical community. The reason is simple: we all love rebels and the American philosopher is a rebel with a cause. He wants to promote art as an integral part of the ever-changing stream of life, believing that popular culture provides ways of giving art a place in everyday existence. This is an important part of Shusterman’s pragmatist aesthetics. Just like his prede- cessor John Dewey, Shusterman stresses our active involvement with art.1 When it all comes down to dust, it is the art of living that matters most. Shusterman maintains that the entertainment industry speaks on behalf of the common man. -
Inventing Opera As “High Culture”
For many people opera represents (whether this is understood posi- tively or negatively) the very embodiment of “high culture.”Yet lately there have been signs that its status is changing, as opera becomes more and more a feature of everyday cultural life.1 What I want to explore in this chapter is whether these changes have now made it possible to describe opera as popular culture. Inventing Opera as “High Culture” In order to fully understand what has been happening to opera in recent years, I think it is first necessary to examine something of the history of opera. Traditionally, opera is said to have been invented in the late sixteenth century by a group of Florentine intellectuals known as the Camerata.2 However, according to musicologist Susan McClary, Despite the humanistic red herrings proffered by Peri, Caccini [members of the Camerata], and others to the effect that they were reviving Greek performance practices, these gentlemen knew very well that they were basing their new reciting style on the improvisatory practices of con- temporary popular music. Thus the eagerness with which the humanist myth was constructed and elaborated sought both to conceal the vulgar origins of its techniques and to flatter the erudition of its cultivated patrons. (McClary, 1985: 154–5) Although there may be some dispute over the intellectual origins of opera, there is general agreement about its commercial beginnings. “Expecting Rain”: Opera as Popular Culture? 33 Significantly, the opera house was the “first musical institution to open its doors to the general public” (Zelochow, 1993: 261). The first opera house opened in Venice in 1637: it presented “commercial opera run for profit . -
Cultural Theory and Popular Culture by John Storey
CUL T CULTURAL FIFTH EDITION U FIFTH EDITION R THEORYAND JOHN STOREY AL POPULAR THEORY CULTURE AN INTRODUCTION AN CULTURAL D In this fifth edition of his successful Cultural Theory and Popular Culture: An Introduction, John Storey has extensively revised the text throughout. As before, the book presents a clear and critical survey P of competing theories of and various approaches to popular culture. O PULA Retaining the accessible approach of previous editions, and using relevant and appropriate examples from the texts and practices of popular culture, this new edition remains a key introduction to the area. AND R THEORY NEW TO THIS EDITION CUL • Extensively revised, rewritten and updated • Improved and expanded content throughout including: • New chapter on ‘Race’, racism and representation T U • New sections on the Panoptic Machine and Convergence Culture RE • Continued explicit links to the new edition companion reader Cultural Theory and Popular Culture: A Reader POPULAR • More illustrative diagrams and images AN INTRODUCTION • Fully revised, improved and updated companion website at www.pearsoned.co.uk/storey providing practice questions and extension activities, as well as annotated links to relevant sites on the web and further reading, and a glossary of key terms, to promote further understanding of the study of cultural theory and popular culture The new edition remains essential reading for undergraduate and postgraduate students of cultural studies, media studies, communication studies, the sociology of culture, popular culture and other related subjects. CULTURE JOHN STOREY is Professor of Cultural Studies and Director of the Centre for Research in Media and Cultural Studies at the University of Sunderland. -
High Culture As Subculture: Brisbane’S Contemporary Chamber Music Scene
HIGH CULTURE AS SUBCULTURE: BRISBANE’S CONTEMPORARY CHAMBER MUSIC SCENE By Jean Burgess B. Mus (Hons), B. Arts (Hons) A Dissertation presented in fulfillment of the requirements of the degree of Master of Philosophy in the School of English, Media Studies and Art History at the University of Queensland. January 2004 Declaration The work presented in this dissertation is, to the best of my knowledge and belief, original and my own work, except as acknowledged in the text, and the material has not been submitted, either in whole or in part, for a degree at this or any other university. The primary research project on which parts of this dissertation are based was subject to and cleared by a departmental ethical review according to the requirements of the University of Queensland. Jean Burgess ii Abstract The aim of the dissertation is to discover the extent to which methodologies and conceptual frameworks used to understand popular culture may also be useful in the attempt to understand contemporary high culture. The dissertation addresses this question through the application of subculture theory to Brisbane’s contemporary chamber music scene, drawing on a detailed case study of the contemporary chamber ensemble Topology and its audiences. The dissertation begins by establishing the logic and necessity of applying cultural studies methodologies to contemporary high culture. This argument is supported by a discussion of the conceptual relationships between cultural studies, high culture, and popular culture, and the methodological consequences of these relationships. In Chapter 2, a brief overview of interdisciplinary approaches to music reveals the central importance of subculture theory, and a detailed survey of the history of cultural studies research into music subcultures follows. -
What Is Christian Cultural Engagement?
What Is Christian Cultural Engagement? Timothy Keller January 2011 I. The inevitability of engaging the culture Often people say, “Keep your religion private. Don’t bring it into your work as an artist, journalist, or manager. Be neutral. Don’t impose your views on others in any way.” Ironically, that itself is a very specific philosophical worldview found in western cultures—namely, the idea that only individuals have the right to decide what is right or wrong for them. That may or may not be true, but it is a belief, and only one belief among many about the nature of things. If you insist that others keep their religious beliefs private is itself a quasi-religious belief (an unproveable faith assertion of your own-- about right and wrong--that you are urging others to adopt. In other words, you have a view of life that you are ‘evangelizing’ with. Everybody does this. Anyone who desires to see the culture move in a particular direction (e.g. “I wish society were more like X”) operates from some sort of worldview that he or she would like to see have more influence in the culture. Everybody, therefore, is engaging culture and seeking to renew it. II. Some reasons that Christians don’t influence culture Christians are marginal and uninfluential in our culture. Why? This comes to a great degree from “dualism”—the lack of a comprehensive Christian worldview. Dualism separates the spiritual/sacred from the rest of life. It originally had roots in Hellenistic thought that viewed the material world as bad and the spiritual world as good. -
Philosophy and Popular Culture: a Philosopher Seeks Value in the Imps Sons Aeon J
Bridgewater Review Volume 21 | Issue 2 Article 4 Dec-2002 Philosophy and Popular Culture: A Philosopher Seeks Value in The impS sons Aeon J. Skoble Bridgewater State College, [email protected] Recommended Citation Skoble, Aeon J. (2002). Philosophy and Popular Culture: A Philosopher Seeks Value in The impsS ons. Bridgewater Review, 21(2), 3-5. Available at: http://vc.bridgew.edu/br_rev/vol21/iss2/4 This item is available as part of Virtual Commons, the open-access institutional repository of Bridgewater State University, Bridgewater, Massachusetts. Editor’s Notebook Philosophy and Popular Culture: Keeping the Home Fires Burning A Philosopher Seeks Value in The Simpsons by Michael Kryzanek by Aeon J. Skoble Photograph by Greg Thomas Photograph by Greg It’s important sometimes to reflect on how we live in the United States compared to the rest of the world, especially those countries of the less developed world. It is not enough to state that we are rich and they are What possible value to philosophy is popular culture? ters that makes them excellent in the first place. One is poor or that we are “advanced” and they are “deprived.” That question is put to me as often by non-philosophers hard pressed to find a more compelling and dramatic Being an American in the global economy means that as by philosophers, but for the most part it is academics investigation of the theme of law versus civil disobedi- our wealth and power come at a price, particularly an and intellectuals who ask it. Non-academics tend to ask ence than Sophocles’ “Antigone.” Shakespeare’s “Henry energy and environmental price. -
Society: the Basics, 10/E © 2009 John J
Society: The Basics, 10/e © 2009 John J. Macionis ISBN-13: 9780135018828 ISBN-10: 013501882X Visit www.pearsonhighered.com/replocator to contact your Pearson Publisher’s Representative. sample chapter The pages of this Sample Chapter may have slight variations in final published form. www.pearsonhighered.com Culture refers to a way of life, which includes what people do (such as forms of dance) and what people have (such as clothing). But culture is not only about what we see on the outside; it also includes what's inside— our thoughts and feelings. CHAPTER 2 Culture THIS CHAPTER focuses on the concept of “culture,” which refers to a society’s CHAPTER OVERVIEW entire way of life. Notice that the root of the word “culture” is the same as that of the word “cultivate,” suggesting that people living together actually “grow” their way of life over time. It’s late on a Tuesday night, but Fang Lin gazes intently at her computer screen. Dong, who is married to Fang, walks up behind her chair. “I’m trying to finish organizing our investments,” Fang explains, speaking in Chinese. “I didn’t realize that we could do all this online in our own language,” Jae says, reading the screen. “That’s great. I like that a lot.” Fang and Dong are not alone in feeling this way. Back in 1990, executives of Charles Schwab & Co., a large investment brokerage corporation, gathered in a conference room at the company’s headquarters in San Francisco to discuss ways they could expand their business. They came up with the idea that the company would profit by giving greater attention to the increasing cultural diversity of the United States. -
Public Attitudes Towards Cultural Authority and Cultural Diversity in Higher Education and the Arts
Public Attitudes towards Cultural Authority and Cultural Diversity in Higher Education and the Arts Paul DiMaggio and Bethany Bryson Princeton University University of Virginia January 2000. Prepared for The Arts of Democracy: The State, Civil Society and Culture, ed. Casey Blake, Woodrow Wilson Center Press. We are grateful to John Evans, Richard A. Peterson, Tom Smith, Lynn Smith-Lovin, and Blair Wheaton, and to members of the Princeton Sociology Department Summer Workshop on Empirical Research on Culture for comments and suggestions on earlier drafts. DiMaggio and Bryson: Cultural Diversity and Cultural Authority ---1--- For much of the past two decades, controversy has rocked America’s universities and cultural institutions. Within the arts, well-publicized battles over controversial photographs, installations and performance pieces --- from the Robert Mapplethorpe controversy to the Brooklyn Museum affair --- pitted defenders of modernism and artistic freedom against champions of traditional values and public decorum.1 Within higher education, universities were castigated as preserves of “political correctness,” dominated by “tenured radicals” who sought to replace traditional western culture with an ill-formed goulash reflecting the preferences and identities of a broad array of ethnic, racial, gender and lifestyle special-interest groups.2 Many have noted that the quality of this debate has not been outstanding.3 Some influential critics have relied less on reasoned argument than on passionate accounts (the specifics of which often turned out to be distorted) of lurid cases of artistic license or political excess. Defenders of cultural institutions have often responded piecemeal to the particulars of specific attacks, or else have dispensed abstract pieties about artistic or academic freedom that fail to come to grips with critics’ charges.