Research Interest Cluster:
Convenors:
- Ana Gaio, City, University of London, United Kingdom
- Richard Beasley Maloney, New York University, United States
About this RIC:
The Decolonisation of Cultural Management and Policy Curricula and Institutions RIC is concerned with issues pertaining to teaching and learning (T&L) in Cultural Management and Policy (CMP) and relevant subjects, particularly (but not exclusively) in the context of higher education (where many or most CMP programmes are located).
In this framework, topics of interest can be clustered around two sets of concerns: the first focuses on issues related to the what of teaching and learning in our discipline, for example (to name only a few), content, curricula and relevant issues, from interdisciplinarity to the balance between theory and practice or profit / nonprofit ontologies, from the typical CMP subjects to emerging fields such as arts-based research methodologies; and subject-specific skills and values, from those entailed in cultural management or policy-making to employability or social responsibility. The second is concerned with how we deliver learning and teaching in CMP, strategies and methods that are particularly relevant to our subject/s, from T&L in a virtual environment to work integrated learning, from student engagement to student success or diverse and inclusive pedagogy.
On this latter note, obviously, local practices are borne out of locally defined cultural sectors, culture/s, political economies and cultural politics, hence current debates about the need for authentic CMP education and for educators to deploy locally relevant foci and frames of reference and/or to cater for the needs of international student cohorts (often both). This RIC sees epistemic justice as a fundamental value that cuts across CMP learning and teaching, one that we are be particularly attentive to and look forward to promote.
The flow of knowledge and information in the field of Cultural Management and Policy (CMP) tends to privilege research and discussion around sector related concerns and as a result little if any space is dedicated to subject-specific pedagogy. The primary aim of this RIC is to fill this gap – it provides a space for the (higher education) teaching and learning community of practice to connect, to network and to debate pedagogical issues and enhance subject-specific education.
This RIC aims:
- to support teaching and learning in the field
- to locate, value and enhance discipline-specific pedagogy
- to recognise and disseminate best practice, relevant scholarship and information
- to connect CMP higher education practitioners from North, South, East and West to engage in constructive, truly Global Conversations
- to support early career academics at the start of their university teaching practice
- (ultimately) to scaffold the development of future CMP practitioners as critical, independent and reflexive learners able to contribute to cultural wellbeing wherever their practice is located
