Cultural policies in cities of the ‘global South’: a multi-scalar approach

ABSTRACT

Building on the literature on global cities and on the worlding of cities, the articles in this special issue chart how cities outside Europe and North America try to reinvent and rescale themselves using culture. They suggest that the fabric of urban cultural policy is embedded in multi-scalar power dynamics. First, the contributions in this special issue reveal the importance of circulating standards across borders in structuring narratives about urban history, heritage and identity, in conjunction with local actors’ interests. Second, the diffusion of hegemonic cultural policy models such as the “creative city” leads to logics of exclusion, gentrification, and has been met with resistance, which suggest that these models can be to the detriment of local residents, despite the progressive values they are often claim to promote. Third, this special issue points to the need to rethink the politics of cultural policy mobility and offers conceptual tools such as vernacularization to make sense of the ways in which urban elites navigate, negotiate and take advantage of circulating cultural policy models.     

Internationalization: Institutions,People and Programmes in Colorado

This paper focuses on the internationalization of curricula, faculty and campus activities in a case study of colleges and universities in Colorado. ‘Internationalization’ is a recent trend in US higher education and is sometimes given as a reason for hiring foreign-born faculty. A survey was used to explore how the definition and degree of internationalization would vary by institutional mission, goals and size as well as by the interests and expertise of key administrators and staff. None of these factors accounted for the survey results. Instead, the results indicate inconsistencies in institutional definitions of internationalization and in the implementation of resulting programmes. These inconsistencies may be a reason why foreign-born faculty can receive a mixed reception and encounter varied support on US campuses and raise a number of issues for further research on the discourse of contemporary US higher education.     

Fieldwork in geography education: defining or declining? The state of fieldwork in Canadian undergraduate geography programs

This paper investigates the prevalence of fieldwork in undergraduate Geography programs in Canada. It examines the presence of fieldwork, provided through both field courses and courses that include fieldwork components, by reviewing program requirements and course offerings in undergraduate geography programs. The research explores the extent to which fieldwork is a required component of an undergraduate degree and scrutinizes the integration of fieldwork within geography programs. The results indicate that few programs include fieldwork requirements and that overall there is limited integration of fieldwork in programs of study.     

中国高等教育国际化与双语教学

日新月异的科技更新与世界各国经济政治文化的交汇融合使得“国际化”成为了中国高等教育发展的重要内容之一。因此作为传播全球先进科研成果和培养国际性人才最行之有效的手段之一——“双语教学”应始终不忘“支持中国高等教育国际化”的时代使命,并坚持以国际化的视野探讨其推广的意义,目的及应采用的方式手段。研究中国高等教育国际化与双语教学的联系不仅是大势所趋,还能为两者发展历程中所遇到的问题及争议提供解决方案,从而为中国高等教育步入世界舞台,接受世界挑战贡献力量。     

Becoming a ‘Cultural Destination of Choice’: lessons on vernacularization from Beirut and Buenos Aires

ABSTRACT

This article builds upon the concept of vernacularization as a way to better understand the circulation and implementation of global policy assemblages. The added value of a vernacularization approach is that it combines under one analytical umbrella the separate but interdependent factors which affect policy travel and use including: (a) positionality or the social and spatial status of actors, institutions and localities, (b) processes of communication that go beyond translation to make ideas and practices understandable, resonant, and useful, (c) the resulting vernacularization of aspirations and goals, and (d) the ways in which these factors change over time as policies come to ground, are modified, and circulate once again. Each aspect of vernacularization relies deeply on meaning making and remaking, whether it be the identity of the vernacularizer herself or of the institutions and cities where she is located.     

Multicultural group work on field excursions to promote student teachers’ intercultural competence

As a response to the intercultural challenges of Geography Education, this study seeks to determine factors fostering intercultural competence of student teachers. Based on a one-week multicultural field excursion of eight German and eight Turkish students in Kayseri (Turkey) on Education for Sustainable Development, we used qualitative interviews to evaluate changes in the 16 student teachers’ intercultural competence. Findings strongly indicate that multicultural fieldwork fosters intercultural learning on a personal level.     

徐一夔名号与被斩偏解辨正

天台徐一夔是元末明初的知名学者,一生以教书育人为业,是杭州府学声望卓著的教授。徐一夔传世的名字,是其官名,非其谱名,谱名已经轶失;近年研究徐一夔者或以始丰为其号,其实只是表示其乡里籍贯。稗史载徐一夔上表触怒朱元璋被斩,实系未成事实而被偏解作事实所致,系文人猎奇与发泄心理使然。     

Protecting Cultural Heritage in Times of Conflict: Lessons from Iraq

The past as taught in schools around the world still focuses on what differentiates us rather than what we have in common. This is surely an increasingly important issue as the world appears to be dividing into antagonistic camps that refuse to comprehend each other. We need, in the words of the British archaeologist David Clarke, to “come of age”—and to influence school curricula. We also need to influence general public understanding of the past and its importance and we need to focus attention on groups in society that have particular roles in protection of sites: for example the military. This article is based on a Plenary Session presentation with the same title at the sixth World Archaeological Congress, held in Dublin, Ireland in 2008.     

Graduate attribute attainment in a multi-level undergraduate geography course

We investigated students' perceptions of graduate attributes in a multi-level (second and third year) geography course. A case study with mixed methodology was employed, with data collected through focus groups and a survey. We found that undergraduate geography students can identify the skills, knowledge and attributes that are developed through a multi-level course programme, and that these broadly align with the stated graduate attributes of the discipline. Moreover, there was evidence of progressive development of graduate attributes between second and third year students. The results suggest that peer-to-peer learning can play an important role within this multi-level learning environment.     

Management skills for artists: ‘learning by doing’?

Although artists must usually be self‐reliant when managing their business, an artist’s education typically concentrates on artistic skills rather than managerial knowledge. This paper analyses the current curricula of 154 art institutions (public and private), focussing on the so‐called DACH countries (Austria, Germany and Switzerland). The results show a deficit in the implementation of economic and, especially, business‐related topics in the education of artists at art universities and institutions. A glimpse at Anglo‐American countries shows that, unlike in Europe, art schools are more open‐minded about implementing economic content into their curricula.     

恩格斯对马克思主义的科学理解探析

恩格斯作为马克思主义的创立者之一,对马克思主义的科学理解主要体现在三个方面,即马克思主义是"完整的科学的世界观"、马克思主义"不是教义,而是方法"、马克思主义是"发展着的理论"。     

Gender and mobility: new approaches for informing sustainability

Feminists have long known that gender and mobility are inseparable, influencing each other in profound and often subtle ways. Tackling complex societal problems, such as sustainability, will require improved understandings of the relationships between gender and mobility. In this essay I propose new approaches to the study of mobility and gender that will provide the knowledge base needed to inform policies on sustainable mobility. Early in the essay I survey the large literature on gender and mobility, teasing out what I see as two disparate strands of thinking that have remained badly disconnected from each other. One of these strands has informed understandings of how mobility shapes gender, while the other has examined how gender shapes mobility. Work on how mobility shapes gender has emphasized gender, to the neglect of mobility, whereas research on how gender shapes mobility has dealt with mobility in great detail and paid much less attention to gender. From this overview of the literature, I identify knowledge gaps that must be bridged if feminist research on gender and mobility is to assist in charting paths to sustainable mobility. I argue for the need to shift the research agenda so that future research will synthesize these two strands of thinking along three lines: (1) across ways of thinking about gender and mobility, (2) across quantitative and qualitative approaches, and (3) across places. In the final part of the essay I suggest how to achieve this synthesis by making geographic, social and cultural context central to our analyses.