Cultural Sustainability and Arts Education: International Perspectives on the Aesthetics of Transformation

229 Pages·4.878 MB·English

by  Benjamin Jörissen, Lisa Unterberg, Tanja Klepacki

Yearbook of Arts Education Research for
Cultural Diversity and Sustainable Development 2
Benjamin Jörissen
Lisa Unterberg
Tanja Klepacki Editors
Cultural
Sustainability
and Arts
Education
International Perspectives
on the Aesthetics of Transformation
Yearbook of Arts Education Research for
Cultural Diversity and Sustainable Development
Volume 2
Series Editor
Chee-Hoo Lum, National Institute of Education, Nanyang Technological
University, Singapore, Singapore
This proposed yearbook series stems from the research trajectory of the newly formed
UNESCO UNITWIN international network for Arts Education Research for Cultural
Diversity and Sustainable Development. The UNITWIN is essentially an Arts Education
Research Think Tank that hopes to gather and leverage on research from UNITWIN
members states (Australia, Canada, Colombia, Germany, Hong Kong, Kazakhstan,
Kenya, Korea, Israel, New Zealand, Singapore, Taiwan, Thailand) and beyond.
Sustainable development is defined as development that meets the needs of the present,
without compromising the ability of future generations to meet their own needs (World
Commission on Environment and Development, 1987). According to Hawkes (2001),
sustainable development requires balanced progress in four interdependent dimensions:
Social, Economic, Environmental, and Cultural.
UNESCO’s proposal to Education for Sustainable development (ESD) includes key
development into teaching and learning that includes issues like climate change, disaster
risk reduction, biodiversity, poverty reduction, and sustainable consumption. It requires
participatory teaching and learning methods that motivate and empower learners to change
their behaviours and take action for sustainable development. ESD consequently promotes
competencies like critical thinking, imagining future scenarios and making decisions in
a collaborative way.
The arts and arts education can be powerful tools in contributing to the work of
sustainable development within each of the four (social, economic, environmental and
cultural) dimensions. These can include:
a) Bridging marginalized communities through arts education (Social dimension)
b) Arts education as means to preserve and develop heritage and cultural diversity
(Cultural dimension)
c) Intercultural and transcultural dialogue through arts education (Cultural dimension)
d) Building creative and adaptive workforce for the creative industries including creative
processes in and through arts education (Economic dimension)
e) Advocating new/emerging arts and arts education approaches that address environ-
mental concerns (Environmental dimension)
The UNITWIN peer-reviewed edited Yearbook will stem from the annual meeting of the
UNESCO UNITWIN network, gathering scholarly views from the UNITWIN member
states and invited international expert perspectives on original research and critical
commentaries based on the thematic focus for the year.
Projected research themes that will feature in upcoming yearbooks include the arts,
arts education and: i) identity; ii) heritage and tradition; iii) transformation and tempo-
rality; iv) cultural changes in the digital world; v) peace/community building leading
to social transformation; vi) informal/non-formal educational connections; vii) leader-
ship and facilitation; viii) interdisciplinarity in the collaborative and multi-sectorial; ix)
creativity; x) education for all; and xi) sustainable environment.
The Yearbook series serves to inform governmental agencies, international arts educa-
tion organizations, arts educators and researchers, and all interested scholars, students
and stakeholders on the immense possibilities of the arts and arts education towards
education for sustainable development in and through the arts. Empirical research and
exemplary practices in arts and arts education presented through sound theoretical and
methodological frames/approaches with policy implications on a national, regional and/or
global level that focuses on and cuts across the four key dimensions of sustainable devel-
opment, namely social, economic, environmental, and cultural, are the key thrust to all
contributions to the series.
· ·
Benjamin Jörissen Lisa Unterberg
Tanja Klepacki
Editors
Cultural Sustainability
and Arts Education
International Perspectives on the Aesthetics
of Transformation
UNITWIN Arts Education Research for Cultural Diversity
and Sustainable Development
Editors
Benjamin Jörissen Lisa Unterberg
Friedrich-Alexander-Universität IU University of Applied Sciences
Erlangen-Nürnberg Stuttgart, Germany
Erlangen, Germany
Tanja Klepacki
Friedrich-Alexander-Universität
Erlangen-Nürnberg
Erlangen, Germany
ISSN 2524-4388 ISSN 2524-4396 (electronic)
Yearbook of Arts Education Research for Cultural Diversity and Sustainable Development
ISBN 978-981-19-3914-3 ISBN 978-981-19-3915-0 (eBook)
https://doi.org/10.1007/978-981-19-3915-0
© The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature
Singapore Pte Ltd. 2023
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Acknowledgments
This yearbook could not have been done without the dedicated contributions of
our colleagues from the UNITWIN Network Arts Education Research for Cultural
Diversity and Sustainable Development, which continues the global polylogue that
started with the International Network for Research in Arts Education (INREA) a
decade ago. We also owe a big thank to our team members at the UNESCO Chair
in Arts and Culture in Education, Leopold Klepacki and Nathan Moore, who took
care of and have been involved in the editing process. On this occasion, we also
like to thank our students from the Master’s Degree Study Course Aesthetic and
Cultural Education at the Friedrich-Alexander-Universität Erlangen-Nürnberg, who
most helpfully contributed to the organization of our conference, and one of whom,
we are proud to say, produced his first publication in this international volume.
We would like to express our special thanks to our co-editors Karen Krischelle
Joseph and Elke Möller, as well as to our colleagues Stephanie Leupert and Jacques
Zannou for their dedicated and careful work on this volume.
v
Contents
1 Introduction .................................................. 1
Benjamin Jörissen, Lisa Unterberg, and Tanja Klepacki
Part I Intangible Cultural Heritage (ICH) and Aesthetic
Practices under Conditions of Cultural Transformation
2 Intangible Cultural Heritage: A Challenge to Aesthetic
and Cultural Education ........................................ 13
Christoph Wulf
3 The Transformation of the Popular Song as a Tool for Arts
Education and Cultural Sustainability .......................... 29
Emily Achieng’ Akuno
4 Culture and Sustainability in Situations of Conflict; Artistic
Practices in West Africa ....................................... 39
Raimund Vogels, Meike Lettau, Eyram Fiagbedzi,
and Naomi Andrew Haruna
5 Transformation of Traditional Art Forms in the Evolving
Contexts: Cantonese Opera in Hong Kong as an Example ......... 53
Bo-Wah Leung
6 Let’s Chat .................................................... 65
Chor Leng Twardzik Ching
Part II Arts and Cultural Education in Times of Neoliberalism,
(Post-)Migration and Post-Coloniality
7 Making Creative and Entrepreneurial Selves in Education:
The Governing of Life in Contemporary Time ................... 79
Catarina S. Martins
vii
viii Contents
8 The Influence of Neoliberalism on Arts Education:
“Creativity” and “Critical Thinking” as Semantics
of an Educational Discourse .................................... 97
Matthias Damerow
9 Arts Education and Decolonization: Challenges
and Opportunities for Cultural Sustainability in the Context
of Migration .................................................. 105
Camila Andrea Malig Jedlicki
10 Transcultural Aesthetic Practices in the Classroom: Sounds,
Spaces, Bodies ................................................ 115
Elise v. Bernstorff and Carla J. Maier
11 Storying [Post-]Qualitative Inquiries, Methods and Pedagogies
in|for|as Arts-Based Educational Research ....................... 127
Kathryn S. Coleman
Part III Arts and Cultural Education Under Conditions of
Digital Transformation
12 Arts and Recent Technology, Exploring Responses in Times
of Change .................................................... 145
Yu Jin Hong
13 Critical Incidents as a Participatory Research Approach
for Transformative Cultural Practices ........................... 155
Christoph Richter and Heidrun Allert
14 Museums and Other Users in Digital Space: Pioneers,
Produser and Partners in Dialogue .............................. 169
Claudia Roßkopf
15 The Transformation of Museum Exhibitions in the Era
of Digital Objects ............................................. 179
Leopold Klepacki and Martha Karoline Schröder
Part IV Field Trips—Experiencing Cultural Change
16 Cultural Education in the Field of Tension Between Tradition
and Transformation—A Theoretical Introduction ................ 191
Leopold Klepacki and Tanja Klepacki
17 From Institution to Subculture and Back: A Fieldtrip
to Komm/K4/Künstlerhaus Nuremberg ......................... 197
Viktoria Flasche
Contents ix
18 Commemorative Culture in the Age of Globalization
and (Post-)Migration: Traditions and Transformations
in Nuremberg ................................................. 203
Johannes Bretting
19 Germanisches Nationalmuseum ................................ 209
Friederike Schmiedl
20 The “Villa Leon” and the Children’s Museum ................... 213
Anna Carnap and Astrid Hornung
Part V Comments and Critical Perspectives
21 The Seoul Agenda: A Commentary ............................. 219
Chee-Hoo Lum
22 Aesthetics of Transformation: Questions to Ask, Ideas
to Contemplate ............................................... 227
Shifra Schonmann
Editors and Contributors
About the Editors
Prof. Dr. Benjamin Jörissen is a full professor of Education with a focus on Culture
and Aesthetics and Chair holder of the UNESCO Chair in Arts and Culture in
Education at the Friedrich-Alexander-Universität Erlangen-Nürnberg (Germany).
The Chair’s research aims to contribute to an understanding of the role of cultural,
aesthetic and arts education in a transforming and diverse world. His fields of work
include the development of an educational aesthetic and media theory, empirical
research in post digital culture with a special focus on digitalization in arts educa-
tion, as well as UNESCO-related and postcolonial perspectives. Jörissen, among
others, is a member of the European Academy of Sciences and Arts, Speaker of the
UNESCO UNITWIN Network Arts Education Research for Cultural Diversity and
Sustainable Development, as well as a member of the Cultural Committee of the
German UNESCO Commission.
Prof. Dr. Lisa Unterberg is a professor for social work at IU University of
Applied Sciences in Stuttgart (Germany). Until 2020, she worked as a post-doc
researcher at the Chair of Education with a focus on Culture and Aesthetics at
the Friedrich-Alexander-Universität Erlangen-Nürnberg and associated with the
UNESCO UNITWIN network. She was the co-organizer of the international
UNITWIN conference “Aesthetics of Transformation”, held in Nuremberg in 2018.
Dr. Tanja Klepacki is the senior researcher at the UNESCO Chair in Arts and Culture
in Education at the Friedrich-Alexander-Universität Erlangen-Nürnberg (Germany).
Among others, she serves as an executive manager of the UNESCO Chair’s Academy
in Nuremberg. Her fields of work include theoretical and empirical studies in the fields
of aesthetic education, cultural education, cultural heritage, cultural sustainability
and cultural resilience.
xi