REFLECTING ON ‘INTERNATIONALISATION’ & THE CREATIVE ARTS

Hilaire GrahamThe Robert Gordon University Aberdeen

A seminar…

Speaking without words: art design and performing arts as a global language for global citizens…..

(HEA Seminar UAL Kings Cross, 31 March 2014)

This session• The idea of global citizenship, the shared language of the creative arts• The experience of staff and students engaging with studying in the UK and

abroad• Good practice in embedding global experience in the curriculum• Enabling trans-national education

Global citizenshipWhat is this?

Different perspectivesCultural fluenciesCosmopolitanismReflecting on own values…critically…

(from Bamford J. (2014) GlobaL citizenship – a Concept for higher education? HEA Seminar, UAL Kings Cross, 31 March 2014)

The global citizen• Oxfam (2014) sees a global citizen as someone who:• is aware of the wider world and has a sense of their own role as a world citizen• respects and values diversity• has an understanding of how the world works economically, politically, socially,

culturally, technologically and environmentally• is outraged by social injustice• participates in and contributes to the community at a range of levels from local

to global• is willing to act to make the world a more sustainable place• takes responsibility for their actions(2014) https://www.oxfam.org.uk/education/global-citizenship/what-is-global-citizenship. Last accessed: February 5th 2014

In Scotland…• Global citizenship brings together education for citizenship, international

education and sustainable development education and recognises the common outcomes and principles of these three areas. All curriculum areas can contribute to developing the skills, attributes and knowledge t hat will create active global citizens.

• http://www.educationscotland.gov.uk/learningandteaching/learningacrossthecurriculum/themesacrosslearning/globalcitizenship/about/index.asp Last accessed 26th May 2015

Global citizenship?

Debates on Global Citizenship

Advocates• Employability in an increasingly

globalized economy• Ethics and sustainability• Curriculum as reflecting students’

identities and therefore engaging them

• Extension of subject knowledges and research

Detractors• makes no sense without nation-

state• Too broad to be workable, too

relativistic• About political and cultural

imperialism• Risk of only viewing issues through

national lenses

(Ali, M. (2009) ‘Preparing citizens for a globalized world: The role of the social studies curriculum’, Interamerican Journal of Education for Democracy. Vol 2 (2): 238-256.From Herrington, E. (2014 ) Global citizenship and Art, design, and performing arts, HEA Seminar, UAL Kings Cross, 31 March 2014)

Engaging with study: the PhD student, from Pakistan, in the UK…

• Applying research methods to local inquiry• Exploring vernacular images• Concern with social innovation, local cultures• Building community interaction• Aspirations to make better…

“participatory/collaborative visualcommunication designinterventions map indigenousknowledge to develop sustainable visual communications for lowliteracy target audience, aimed at improving public behaviours for a better society” (Hena Ali March 31 2014)

Engaging with study: the UG student, from UK, abroad…

• Wanting an international experience…• Impacted on choice of institution for study• Finding a role, sponsorship…• Benefits of working abroad…

“LONG-TERM SELF DEVELOPMENT AND SELF AWARENESS…

Not only within my career but how I choose to live…”

(Alicia Rankin, March 31 2014)

Assumptions about global citizenship..

• The artistic vocabularies of Music and Dance are International (or without borders)

• The training that takes place enables a graduate to work anywhere in the world by being adaptable to artistic context

• Prior training experiences enable students to make the transition to conservatoire study because they are already socialised through the vocabulary of the art form.

• Integration between students was assumed to occur because they were in the same place studying the same thing.

(From Jackson, L (2014) Speaking without words: art design and performing arts as a global language for global citizens, HEA Seminar UAL Kings Cross 31 March 2014)

Embedding global experiences

Learning and teaching methods

Organizational priorities and

support structures

Curriculum content

In Herrington, E. (2014 ) Global citizenship and Art, design, and performing arts, HEA Seminar, UAL Kings Cross, 31 March 2014)

Embedding global experiences: key points arising

• Finding out about students’ previous educational experience • Finding out about students’ backgrounds to enable them…• ‘co’: co-ed, co-design, collaboration…. etc. is a key theme…• Creating discussion around cultural themes..• Choices surrounding employability and enterprise on a global footing • Focus on the intercultural communication on a visual perspective…• Institutional direction and respect for discourse around global citizenship.. • Engaging with socio-cultural openness…

Enabling trans-national education: key points arising

• Peer to peer learning…• Anecdote and narrative methods …• Restructuring curricula… • Thinking about ‘how’ e.g. library searches (in original languages)• Collation and sharing experiences and knowledge… • Non-traditional (have fun) ways of ‘seeing’…• Opening space for dialogue …• Removal of borders/ acceptance of borders…• Awareness of ‘languages’…spoken , visual, made, found…

Nicholas Serota on Global Citizenship at the Tate (2013)

• Art is a fundamental part of the public realm. In their work, artists express ideas, attitudes and beliefs. Often, these are central to politics, society and economics and, through artistic expression, they gain different resonance and reach. At Tate Modern, for instance, the juxtaposition of Leon Golub’s Vietnam II and Dia Al-Azzawi’s Sabra and Shatila Massacre prompts deep thought about the scars of war.

• Museums and galleries provide spaces in which learning both through and about art can take place. They build and show collections that bring different views together and introduce new ideas and experiences. Recently, Tate has developed its collections of international art, introducing audiences to a wider range of conversations.

(Serota, N. (2013) ‘Nicholas Serota on Global Citizenship: a reminder of art’s role in society’, 3 June. Available at http://www.tate.org.uk/context-comment/articles/nicholas-serota-on-global-citizenship-a-reminder-of-arts-role-in-society in Herrington, E. (2014 ) Global citizenship and Art, design, and performing arts, HEA Seminar, UAL Kings Cross, 31 March 2014)

What we found out?

Things that are important:

– Diverse student body – Various skills– Employability – Confidence– Communication spoken vs. visual – Personal identity – self and other – Mobility

Questions needing answers…

• Do we need ‘international’?• What is ‘UK HE’?• How can we ‘remove borders’?• Engaging ‘them’ (students/staff?) in social justice issues? How?

What we can do next?

• Peer Learning…• Space for dialogue …• Skills (information) for Academics …• Respecting students’ cultures –

student led (inquiry)…• Process (not product)?• Understanding of codes

(visual/verbal)…• Contexts: individual

• Making language visual …• Discourse …• What is viewpoint

(imperialist/traditionalist etc.)?• How can we explore students’

contexts? • Ensure student voice …• Reflect on/enhance the

curriculum …

Acknowledgements• Thanks to • Hena Ali, PhD Student University of the Arts London• Jan Bamford, London Metropolitan University• Dr. Eldrid Herrington, University of the Arts London• Louise Jackson, NTF, Trinity-Laban Conservatoire of Music and Dance• Alicia Rankin, UG student University of the Arts London, and • All seminar participants.

What will you do next?