Events

The OeAD and EDUCULT invite in the framework of ENO to the conference and exchange of practice ”Think_together arts and cultural education, resilience and sustainability” in Vienna. Together with European researchers as well as teachers, artists and cultural educators from Austria, the conference will discuss which practice and perspectives arts and cultural education is developing for a resilient and sustainable approach to transformations.

Starting from the acute crises with global effects – climate change, pandemic, war in Europe – this question will be explored on a systemic and on a practice level.

On a systemic level, the concept of resilience – understood here as the robustness, coping capacity and also learning ability of systems – is closely linked to the concept of sustainability. Sustainability can only be achieved if ecological, social, economic and cultural aspects are taken into account. Which sustainable strategies (such as promoting structures instead of promoting projects) can support resilience in the field of cultural education?

At the same time, arts and cultural education can contribute to the individual resilience of its agents as well as its learners. But what do spaces for action and ways of working in cultural education actually have to look like in order to be able to cope with difficult life circumstances? How have they already changed and what role does the aspect of cooperation play in this?

>> To the conference documentation!

PROGRAMME

More info to follow!

Global learning is an approach to education that aims to take a‚ global, i.e. holistic, multi-perspective and comprehensive view of teaching subjects rather than in a fragmented, particular or discipline-specific way.

Postcolonialism is a cultural-theoretical approach that ties in with anti-imperialist movements and is directed against the prevailing ethno- and Eurocentrism. The central theme is the continued influence of colonial structures on a formally decolonized present, in order to make clear that the colonial power relations have not been overcome. Didactically, an emancipatory approach is pursued that aims to reconstruct the cultural knowledge base.

Both approaches aim at a change of perspective on teaching subjects and knowledge stocks in observation and attitude. What do these approaches mean for the arts and arts education? How can we detach ourselves from existing approaches within arts education and maintain an open attitude to grasp the multi-perspectivity of the arts in a variety of dimensions? How do we promote multi-perspective viewpoints in the sense of global learning?

Based on postcolonial and global learning perspectives, the conference will discuss these questions in order to jointly develop recommendations for new educational perspectives on art and culture. It offers a large number of panel discussions and invited lectures from renowned speakers from all over the world.

>> SIGN UP & PROGRAMM

The conference will be a hybrid event allowing for you to choose to attend in person or online. This event will be held in the Academy of Arts Education in Remscheid (Germany) and broadcast live for those attending online. Conference language is English.

Cultural Diversity Barometer 2017: a video produced by ENO Germany in collaboration with many ENO members. Do take a look!

9.00-17.30 International research conference “Impacts of arts and cultural education: arguments and evidence”
(Venue: Riga Latvian Society House, 13 Merkela Street)

17.30-18.00 Guided walk to the Latvian National Museum of Art
(Address: Jana Rozentala laukums 1)

18.15-19.15 Latvian National Museum of Art tours (presentation of educational projects) in Latvian and English

19.15-21.00 Reception at the Latvian National Museum of Art museum hosted by the Latvian Minister of Culture, Mr. Nauris Puntulis
(Address: Jana Rozentala laukums 1)

This year’s fall meeting of ENO took place after the International Children’s Culture Forum in Tampere, Finland.

“Is culture and arts education inclusive? How do we implement children’s cultural rights in different countries? What does the future of children’s culture and arts education look like?

The first International Children’s Culture Forum in Finland takes place in the city of Tampere in fall 2019. The forum’s aims are to widen international co-operation and to deepen the shared understanding of the value base of children’s rights and their role in a well-functioning society.

Keynote speakers for the Forum

• Professor Anne Bamford OBE, Strategic Director of the Education, Culture and Skills for the City of London. Her presentation carries the title The How Factor: Making culture and arts education a basic right for all children.
• Dr. Charlotte Svendler Nielsen, associate professor at the University of Copenhagen in Denmark. Her presentation carries the title Embodied and Intercultural Learning in Interdisciplinary Arts Education – Advancing Futures of Children in Multi-Cultural Schools?” (Excerpt from the program announcement)

For more information see: https://lastenkulttuuri.fi/en/international-childrens-culture-forum/

Cultural and digital education are prerequisites for forward-looking, individualized learning that promotes self-competence, creativity and flexibility. Digital education in the context of arts education is a relatively young approach that needs to be tested, also in terms of a reflective distance. How can artists and mediators work with pupils using digital media in the field of arts education? How are teachers prepared for these challenges to engage in creative processes in the context of cultural and digital education? We live in a media society that uses “old” and “new” – analogue and digital – media in a linked and interactive way. Cultural media education, as part of general education, enables children and young people to orient themselves in an increasingly medial and mediated world. Digitalisation strategies in Europe have also triggered discussion in the area of cultural education on how cultural workers work with students in the context of digital media. The conference will cover research findings on the subject area and showcase models of how the practical implementation in different countries in Europe works in the field of cultural education. The spectrum ranges from the education of future teachers, to the use in school, to the informal education of young people in the context of digitalisation.

>> Call for Papers!

>> Programm!

>> To the conference documentation!

This international conference investigates how cultural education and cultural participation relate to challenges of access, social cohesion, heritage and cooperation. How can we best channel our research and policies to promote an open, inclusive, resilient European society?

We invite professionals, researchers and policy makers in cultural education and participation to join us in Leeuwarden, the Netherlands.

This conference was held on the topic of “Cultural Education Policies in Europe”:

>> Programm & Material!

>> Practical Info!

>> Summary!

The meeting was held at the Faculdade de Letras da Universidade do Porto, Portugal. The local organising committee was composed by Lígia Ferro, João Teixeira Lopes, Luísa Veloso, Maria de Assis Swinnerton and Pedro Abrantes.

36 members of the ENO Network, from 13 countries of the European Union, participated in the public conference and in the internal ENO meeting.

There were 6 public sessions where 22 speakers participated. Speakers in the opening session included the Dean of Faculdade de Letras (Fernanda Ribeiro), the coordinator of Instituto de Sociologia (Alexandra Lopes), the president of Centro de Investigação e Estudos de Sociologia (João Sebastião) and representatives of the ENO board (Gemma Carbo and Arno Neele). The programme included several sessions where the ENO members presented their research papers. In the afternoon, a group of researchers, artists and mediators working in Portugal participated in a round table included in the programme. The meeting ended with the presentation of the book 10×10 by Maria de Assis Swinnerton and a closing speech by Guilherme de Oliveira Martins (Fundação Calouste Gulbenkian).

>> Poster and Programm!

Like every pedagogical field, the fields of aesthetic, arts and cultural education (AACE) have been confronted with various transformational dynamics in recent decades. These transformations concern all aspects of AACE: the conditions of pedagogical work, the conditions of aesthetic and artistic topics and genres related to it, as well as the conditions of learners in the progressively globalized, internationalized and transculturalized world under the conditions of economization, governementalization, demographical shifts, migration, mediatization and digitalization.

Though research on AACE rarely focuses on transformational dynamics empirically in a systematic way, the very impact of field transformations on the constituting concepts of the discourse of AACE are even less researched and reflected upon – in particular with regard to the questions of

• how this research field is constructed,
• how the topical constructs used in research relate to each other,
• what normative, cultural and political presuppositions are implied, and thus
• what strategies of inclusion and exclusion of cultural practices as research objects are applied explicitly or implicitly, the latter being of utmost importance for the current processes of internationalization of the research discourses on AACE.

Well-established and traditional theoretical concepts, while remaining unchanged on their surface, experience huge shifts underneath their surfaces. The very concept of art for example experienced notable transformations with the shifts brought about by mass production (Duchamps), mass media (Warhol), economization (Koons), feminist (Abramovic) and political (Ai Wei Wei) discourses, and digital changes (“postinternet art”). Likewise, post-nationalism, postmigration and postcolonialism revealed a multitude of concurring concepts on education, and in that regard, the deep cultural-historical embeddedness of allegedly abstract and neutral conceptions of learning, education and, not least, the implications involved for identity and personality development. The concept of aesthetics has been even more pluralized, if not fragmentized between e.g. their ideology-critical deconstructions, the shifts toward media theory and more materialistic approaches (Barad), the deconstructions of the “western” model of subjectivity (Spivak) and the digital/algorithmic de- and rematerializations of aesthetic objects as well as processes of aesthetic experience (Parisi).

As the transformational dynamics in the various fields are interconnected in multiple ways, complexity even increases. With regard to current and future research in the fields of AACE, it is crucial not only to gain systematic insights in the effects of those transformations on the fields of practice; beforehand, there has to exist an awareness of and sensitivity towards the dynamics, but even more so towards the resulting shifts of the core concepts on which research is based upon.

In order to cultivate and prepare this sensitivity, the planned international winter school lays the grounds for a systematic consideration of the conceptual dynamics in the current and future research on AACE. We think that this is an instrument of utmost importance for young researchers, and thus a crucial instrument for the development of relevance and quality in the future research in these fields.

In the context of our proposed winter school, we would like to discuss these transformational processes together with experts and young scholars on the basis of six main thematic areas and to determine their influence on the construction of the field of research in arts and cultural education. The winter school’s aims in regard to the young scholars involved are for them to gain a critical distance to their research object and to discuss methodological implications and innovations, but also to jointly develop theory. Young scholars from abroad may apply with their own projects, which will be presented and discussed within the duration of the winter school. Passive attendance (without a project presentation) is also possible.

The Winter School will be organized by the Chair of Pedagogy with a focus on Culture and Aesthetic Education at the Friedrich-Alexander-University Erlangen-Nurembergwith the collaboration of the UNESCO Chair for Cultural Education, the European Network of Observatories in the Field of Arts and Cultural Education linked to UNESCO (ENO), the Academy for School Theatre and performative Education and the Netzwerk Forschung Kulturelle Bildung.

>> Programm & Folder

>> Short report!

>> Publication!