Unhelpful Fixer? Canada,the Euromissile Crisis,and Pierre Trudeau's Peace Initiative, 1983–1984*

ABSTRACT

This article provides the most rigorous international history to date of Prime Minister Pierre Trudeau's 1983 peace initiative, one of Canada's major foreign policy ventures of the Cold War, examining both Trudeau's motives and the reception of his initiative among Canada's allies. Drawing on newly declassified sources in Canada, it uncovers the two-track strategy behind this initiative, aiming to mobilise Western European leaders to exert pressure on the Reagan Administration on the one hand, while quietly urging European allies to call for a review of NATO strategy on the other. Based on previously unavailable archival materials from seven different countries, this article also reveals how the Canadian initiative was received by the world leaders Trudeau sought to win over. It reassesses the Canadian initiative, revealing that it borrowed heavily from existing proposals from other countries, and that NATO leaders viewed the initiative as a mere electoral ploy to help Trudeau win re-election rather than a serious project to ease East–West tensions. This article concludes that with this initiative Canada was not in fact playing the role of a ‘helpful fixer’ and that the initiative constituted part of a wider and understudied trend in government responses to the ‘Second Cold War’.     

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.