Going ‘mainstream’: evaluating the instrumentalisation of multicultural arts

This paper considers how debates over the instrumentalisation of the arts have informed the cultural production of an Australian arts organisation – Multicultural Arts Victoria (MAV). In an effort to make multicultural arts more ‘mainstream’, MAV has increasingly adopted market‐based rationales for its work – particularly the use of ‘audience development’ policy frameworks. It is easy to evaluate this marketisation of multicultural arts negatively as an acceptance of neoliberal policy agendas and as a weakening of its commitment to ‘cultural development’ goals. This paper suggests, however, via a critique of Ghassan Hage’s analysis of multiculturalism, that such accounts do not consider how economic rationales actually sit in practice with MAV’s other (cultural development) agendas. Such critiques, therefore, preclude an affirmative reading of the instrumentalisation of multicultural arts. An alternative analytical framework is proposed – one which can more readily account for multicultural arts as a set of practices informed by diverse agendas, and which acknowledges how such practices might both contest and converge with official government policies.     

‘There is no better way to study science than to collect and analyse data in your own yard’: outdoor classrooms and primary school children in Bangladesh

ABSTRACT

The design and use of outdoor spaces for primary school teaching and learning has been given little consideration in the present context. The existing evidence base is mostly from western perspectives. In this study, an outdoor classroom was designed and built in a primary school in Bangladesh and used to teach children (n?=?30) their science curriculum. Multiple methods were used to investigate the impact of the outdoor classroom on students’ learning and engagement, including achievement tests, a questionnaire and focus groups with children and teachers. Children’s science scores were significantly higher after they had been taught outdoors, compared to indoors. Physical qualities of their outdoor classroom (lighting, acoustics, seating), in addition to greater enjoyment and active participation in learning likely explained improved attainment. Qualitative insights from children and teachers supported the quantitative findings. These results provide empirical support for building outdoor classrooms as an effective environment for teaching and learning.