Participatory Engagement: Embodied Information Behaviors in Performing Arts Programming

This study looks at how participatory programming addresses each of the Arts Audience Experience Index intrinsic attributes; knowledge, collective engagement, risk and authenticity, particularly as they relate embodied experience. Semi-structured interviews with a purposive sampling of artists and arts administrators was used to evaluate the relationship between participatory arts, embodiment and audience reach. This research will be a valuable addition to knowledge around increasing audience involvement, widening the impact of the performing arts and creating quality experiences for audiences. It also adds more arts-based dialogue to research about embodied or corporeal knowledge and information behaviors.Master of Science in Library Scienc

The development of conservation management for a pre-industrial North African city: the case of the medina of Tunis

The thesis deals with the development of policies and planning instruments for the conservation of the built fabric of the Medina (Old City) of Tunis, North Africa. Part I looks at the type of city which the Medina represents, namely a pre-industrial urban fabric influenced by Islam; the discussion rejects the notion of Islamic city' per se, but examines the extent of/Islamic influence on the built form of the city. Part II traces the history and development of the Medina, and hence how the city survived the upheavals of the XIXth century to remain as an example of a pre-industrial city worthy of conservation. Part III traces the development of concepts of heritage conservation in Tunisia with particular reference to the medinas. It then outlines the development of the legal and institutional framework for the protection of the Medina, before moving on to discuss the management of the Medina as heritage in the 1980s. The conclusion suggests that the Medina may be surviving despite conservation management. The difficulties in implementing heritage policy may be related to the nature of the Tunisian state and and its use of urban policies as a state legitimating device and this would seem to be a promising direction for future research

Decolonizing Colonial Heritage

Decolonizing Colonial Heritage explores how different agents practice the decolonization of European colonial heritage at European and extra-European locations. Assessing the impact of these practices, the book also explores what a new vision of Europe in the postcolonial present could look like. Including contributions from academics, artists and heritage practitioners, the volume explores decolonial heritage practices in politics, contemporary history, diplomacy, museum practice, the visual arts and self-generated memorial expressions in public spaces. The comparative focus of the chapters includes examples of internal colonization in Europe and extends to former European colonies, among them Shanghai, Cape Town, and Rio de Janeiro. Examining practices in a range of different contexts, the book pays particular attention to sub-national actors whose work is opening up new futures through their engagement with decolonial heritage practices in the present. The volume also considers the challenges posed by applying decolonial thinking to existing understandings of colonial heritage. Decolonizing Colonial Heritage examines the role of colonial heritage in European memory politics and heritage diplomacy. It will be of interest to academics and students working in the fields of heritage and memory studies, colonial and imperial history, European studies, sociology, cultural studies, development studies, museum studies, and contemporary art

Decolonizing Colonial Heritage: New Agendas, Actors and Practices in and beyond Europe

Decolonizing Colonial Heritage explores how different agents practice the decolonization of European colonial heritage at European and extra-European locations. Assessing the impact of these practices, the book also explores what a new vision of Europe in the postcolonial present could look like. Including contributions from academics, artists and heritage practitioners, the volume explores decolonial heritage practices in politics, contemporary history, diplomacy, museum practice, the visual arts and self-generated memorial expressions in public spaces. The comparative focus of the chapters includes examples of internal colonization in Europe and extends to former European colonies, among them Shanghai, Cape Town and Rio de Janeiro. Examining practices in a range of different contexts, the book pays particular attention to sub-national actors whose work is opening up new futures through their engagement with decolonial heritage practices in the present. The volume also considers the challenges posed by applying decolonial thinking to existing understandings of colonial heritage. Decolonizing Colonial Heritage examines the role of colonial heritage in European memory politics and heritage diplomacy. It will be of interest to academics and students working in the fields of heritage and memory studies, colonial and imperial history, European studies, sociology, cultural studies, development studies, museum studies and contemporary art

Decolonizing Colonial Heritage: New Agendas, Actors and Practices in and beyond Europe

Decolonizing Colonial Heritage explores how different agents practice the decolonization of European colonial heritage at European and extra-European locations. Assessing the impact of these practices, the book also explores what a new vision of Europe in the postcolonial present could look like. Including contributions from academics, artists and heritage practitioners, the volume explores decolonial heritage practices in politics, contemporary history, diplomacy, museum practice, the visual arts and self-generated memorial expressions in public spaces. The comparative focus of the chapters includes examples of internal colonization in Europe and extends to former European colonies, among them Shanghai, Cape Town and Rio de Janeiro. Examining practices in a range of different contexts, the book pays particular attention to sub-national actors whose work is opening up new futures through their engagement with decolonial heritage practices in the present. The volume also considers the challenges posed by applying decolonial thinking to existing understandings of colonial heritage. Decolonizing Colonial Heritage examines the role of colonial heritage in European memory politics and heritage diplomacy. It will be of interest to academics and students working in the fields of heritage and memory studies, colonial and imperial history, European studies, sociology, cultural studies, development studies, museum studies and contemporary art

Advances in Cultural Heritage Studies : Year 2020 : Contributions of the European Students’ Association for Cultural Heritage

The announcement of the creation of a European Year of Cultural Heritage (year 2018) – by the Decision 2017/864 of the European Parliament – encouraged the creation, in 2017, of the European Students’ Association for Cultural Heritage (ESACH). ESACH has become the first still-growing interdisciplinary and cross- -generational network in the field. Currently brings together young researchers and researchers at early stages of their careers, in the fields of culture and heritage, from all kinds of academic disciplines and is made up of members from various European universities and research centres (see www.esach.org). Within the network, the main questions are: How do we engage with the past elements of our culture(s)? How and why do we protect culture as a genuine element of a contemporary cultural system? What do younger generations state as heritage and what ways do they see to safeguard and experience it? ESACH stands up for a participatory way of involvement and is eager to take part in the cultural discourse at European and national levels. Since ESACHS’ foundation, the Portuguese publisher Mazu Press (www.mazupress.com) has been associated with the initiatives of the Portuguese branch of ESACH based in Lisbon (Sharing Heritage Lisbon), firstly with the promotion actions and then with the publication of the book “New Perspectives in Interdisciplinary Cultural Heritage Studies. Contributions of the European Students’ Association for Cultural Heritage in the European Year of Cultural Heritage 2018”. In this atypical Covid-19 pandemic year, Mazu Press again invited ESACH to join the renewed idea of “unifying through Cultural Heritage”, creating the opportunity for all to associate their efforts to this volume of “Advances in Cultural Heritage Studies, Year 2020”. Until now, ESACH members have been given the opportunity to contribute their ideas in several European events organized by the respective stakeholders, such as the Genoa Meeting, in October 2019, which had the cultural, logistic and financial support of the University of Genoa and foremost the PhD Course in Study and Enhancement of the Historical, Artistic-Architectural and Environmental Heritage. This book brings together twenty chapters by twenty four authors from Canada, Greece, Ireland, Italy, Poland, Portugal, Slovakia, Spain and Turkey. This sharing of knowledge, culture and heritage studies, through various disciplines, shows the richness – advances and new perspectives – generated by the common passion for cultural heritage.Mazutech R&D; Università di Genova / Scuola di Scienze Umanistiche / Dottorato in Studio e Valorizzazione del Patrimonio Storico, Artistico-Architettonico e Ambientaleinfo:eu-repo/semantics/publishedVersio

Space and society: the contradictory roles of public parks in São Paulo

By exploring the usage of Ibirapuera and Carmo parks, the two largest and most attended municipal public parks in São Paulo, this thesis aims to discuss the role public parks play within socio-spatial constitution of urban public life. Furthermore, our investigation is concerned with the theoretical debate on the incorporation of the spatial problematic into critical social theory. The approach to the urban socio-spatial constitution involves the problem of spatial segregation in São Paulo. The areas where these municipal public parks are located relate directly to the city’s contradictory socio-spatial segregation: whereas Ibirapuera Park is located in the Southwest region, which concentrates the best public and private urban services, Carmo Park is to be found in the deprived and crowded East periphery. Theoretically and methodologically, the investigation is framed by the sociospatial dialectic proposed by Henry Lefebvre. The hypothesis is expressly related to the central theoretical problem of this socio-spatial dialectic: if space is simultaneously a product of urban social relations and an agent that conditions the nature of those relations, as suggested by the socio-spatial dialectic, then the public parks of São Paulo have a contradictory role within the city’s socio-spatial configuration that goes beyond the logic of socio-spatial segregation. Conclusions on the role public parks play within the socio-spatial constitution of São Paulo derive from an exploration of how the parks are used – which, in turn, involves an effort to apprehend the existing practices and representations of the parks’ users. These are analysed by looking into the socio-spatial context that helped to bring them about. A contextual localization of the roots of the current users’ practices and representations highlights the appearance of contradictory functions in the usage of each public park throughout the city’s history of urban constitution. The contrast between both parks within a comprehensive overview of São Paulo’s socio-spatial configuration provides the basis for analysing the contradictory roles that public parks play in the present-day constitution of São Paulo

Unmet goals of tracking: within-track heterogeneity of students' expectations for

Educational systems are often characterized by some form(s) of ability grouping, like tracking. Although substantial variation in the implementation of these practices exists, it is always the aim to improve teaching efficiency by creating homogeneous groups of students in terms of capabilities and performances as well as expected pathways. If students’ expected pathways (university, graduate school, or working) are in line with the goals of tracking, one might presume that these expectations are rather homogeneous within tracks and heterogeneous between tracks. In Flanders (the northern region of Belgium), the educational system consists of four tracks. Many students start out in the most prestigious, academic track. If they fail to gain the necessary credentials, they move to the less esteemed technical and vocational tracks. Therefore, the educational system has been called a 'cascade system'. We presume that this cascade system creates homogeneous expectations in the academic track, though heterogeneous expectations in the technical and vocational tracks. We use data from the International Study of City Youth (ISCY), gathered during the 2013-2014 school year from 2354 pupils of the tenth grade across 30 secondary schools in the city of Ghent, Flanders. Preliminary results suggest that the technical and vocational tracks show more heterogeneity in student’s expectations than the academic track. If tracking does not fulfill the desired goals in some tracks, tracking practices should be questioned as tracking occurs along social and ethnic lines, causing social inequality