Towards the Design of Innovative Spaces for Deep Dialogue and Insight Formation

How do we design innovative dialogue spaces where significant insights can arise among stakeholders? Deep dialogues involve listening without resistance, suspending of assumptions, and reflective learning in a collective spirit of flow among the participants. In pioneering projects by Bohm, Krishnamurti, Senge, and Isaacs, deep dialogues have been used to understand or resolve complex issues ranging from industrial disputes and initiatives for social change to existential suffering. Traditionally, deep dialogues have been conducted in-person in one place at one time but rapidly advancing information technologies promise interesting new possibilities for digital and blended spaces. Existing digital dialogue spaces such as discussion forums and social media are limited. Appropriate dialogue design with technologies may facilitate effective dialogue and the formation of insights. Drawing upon contemplative practices, communication research, and IS theories, this work has been initiated to propose, explore, develop, test and understand best practices for designing better dialogue spaces

Designing transformative spaces for sustainability in social-ecological systems

Transformations toward sustainability have recently gained traction, triggered in part by a growing recognition of the dramatic socio-cultural, political, economic, and technological changes required to move societies toward more desirable futures in the Anthropocene. However, there is a dearth of literature that emphasizes the crucial aspects of sustainability transformations in the diverse contexts of the Global South. Contributors to this Special Feature aim to address this gap by weaving together a series of case studies that together form an important navigational tool on the “how to” as well as the “what” and the “where to” of sustainability transformations across diverse challenges, sectors, and geographies. They propose the term “transformative space” as a “safe-enough” collaborative process whereby actors invested in sustainability transformations can experiment with new mental models, ideas, and practices that can help shift social-ecological systems onto more desirable pathways. The authors also highlight the challenges posed to researchers as they become “transformative space-makers,” navigating the power dynamics inherent in these processes. Because researchers and practitioners alike are challenged to provide answers to complex and often ambiguous or incomplete questions around sustainability, the ideas, reflections and learning gathered in this Special Feature provide some guidance on new ways of engaging with the world

ROTOЯ Review

The ROTOЯ partnership between Huddersfield Art Gallery and the University of Huddersfield was established in 2011. ROTOЯ I and II was a programme of eight exhibitions and accompanying events that commenced in 2012 and was completed in 2013. ROTOЯ continues into 2014 and the programme for 2015 and 2016 is already firmly underway. In brief, the aim of ROTOЯ is to improve the cultural vitality of Kirklees, expand audiences, and provide new ways for people to engage with and understand academic research in contemporary art and design. Why ROTOЯ , Why Now? As Vice Chancellors position their institutions’ identities and future trajectories in context to national and international league tables, Professor John Goddard1 proposes the notion of the ‘civic’ university as a ‘place embedded’ institution; one that is committed to ‘place making’ and which recognises its responsibility to engaging with the public. The civic university has deep institutional connections to different social, cultural and economic spheres within its locality and beyond. A fundamental question for both the university sector and cultural organisations alike, including local authority, is how the many different articulations of public engagement and cultural leadership which exist can be brought together to form one coherent, common language. It is critical that we reach out and engage the community so we can participate in local issues, impact upon society, help to forge well-being and maintain a robust cultural economy. Within the lexicon of public centered objectives sits the Arts Council England’s strategic goals, and those of the Arts and Humanities Research Council – in particular its current Cultural Value initiative. What these developments reveal is that art and design education and professional practice, its projected oeuvre as well as its relationship to cultural life and public funding, is now challenged with having to comprehensively audit its usefulness in financially austere times. It was in the wake of these concerns coming to light, and of the 2010 Government Spending Review that ROTOЯ was conceived. These issues and the discussions surrounding them are not completely new. Research into the social benefits of the arts, for both the individual and the community, was championed by the Community Arts Movement in the 1960s. During the 1980s and ‘90s, John Myerscough and Janet Wolff, amongst others, provided significant debate on the role and value of the arts in the public domain. What these discussions demonstrated was a growing concern that the cultural sector could not, and should not, be understood in terms of economic benefit alone. Thankfully, the value of the relationships between art, education, culture and society is now recognised as being far more complex than the reductive quantification of their market and GDP benefits. Writing in ‘Art School (Propositions for the 21st Century)’, Ernesto Pujol proposes:‘…it is absolutely crucial that art schools consider their institutional role in support of democracy. The history of creative expression is linked to the history of freedom. There is a link between the state of artistic expression and the state of democracy.’ When we were approached by Huddersfield Art Gallery to work collaboratively on an exhibition programme that could showcase academic staff research, one of our first concerns was to ask the question, how can we really contribute to cultural leadership within the town?’ The many soundbite examples of public engagement that we might underline within our annual reports or website news are one thing, but what really makes a difference to a town’s cultural identity, and what affects people in their daily lives? With these questions in mind we sought a distinctive programme within the muncipal gallery space, that would introduce academic research in art, design and architecture beyond the university in innovative ways

Doing evolution in economic geography

Evolutionary approaches in economic geography face questions about the relationships between their concepts, theories, methods, politics, and policy implications. Amidst the growing but unsettled consensus that evolutionary approaches should employ plural methodologies, the aims here are, first, to identify some of the difficult issues confronting those working with different frameworks. The concerns comprise specifying and connecting research objects, subjects, and levels; handling agency and context; engaging and integrating the quantitative and the qualitative; comparing cases; and, considering politics, policy, and praxis. Second, the purpose is to articulate a distinctive geographical political economy approach, methods, and illustrative examples in addressing these issues. Bringing different views of evolution in economic geography into dialogue and disagreement renders methodological pluralism a means toward improved understanding and explanation rather than an end in itself. Confronting such thorny matters needs to be embedded in our research practices and supported by greater openness; more and better substantiation of our conceptual, theoretical, and empirical claims; enhanced critical reflection; and deeper engagement with politics, policy, and praxis

Lost in the wilderness: when the search for identity comes up blank

At the commencement of a research project about socio-cultural identity in language learners, the author attempted to examine and acknowledge his own identity. The method used was an autoethnographic reflection upon a number of key markers that are commonly used to denote identity such as race, class and gender. This reflexive exercise proved extremely frustrating, because the author felt uncomfortable with any of the commonly used markers of identity as labels to describe himself. Rather than helping him discover who he was, they served only to demonstrate who the author was not: not Black, not a woman, not elderly, not socially disadvantaged, and so on. This led the author to feel that he was lost in a wilderness. Upon reflecting on this seeming inability to locate his own identity, the author acknowledged that on all of these binary markers of identity, he would be on the side of the powerful and privileged, causing a feeling of embarrassment and angst. This led the author to consider other ways of exploring identity, selecting an approach based on Bakhtinian dialogism. The chapter concludes with an acknowledgement by the author that the wilderness was not a wasteland, but rather a place in which important discoveries were made about himself as a researcher which have served to guide him in the design of his research project

The troubling terrain of lifelong learning: a highway cruise or a cross-country trek?

Educational theory now takes for granted that lifelong learning is inherently good. It is assumed that in a globalised era people need to continue learning over their lifespan. Without a demonstrable general awareness of determinants, educational theory pictures lifelong learning as a cruise on the highway of life. By contrast, educational research shows that it is more in the nature of a lifelong cross-country trek. Determinants are situated in the terrain of each person's unique life experiences. Although policy supports universal lifelong learning theoretically, the reality of the policy agenda is quite different. What little research into propensity to lifelong learning exists indicates that up to a third of the population not only do not but will not participate. Theory evidently does not fully reflect reality. However, research is providing an emerging picture of participation and non-participation in formal lifelong learning. Indeed, it is the terrain of people's lives which holds the key to understanding that participation and non-participation. Motivators required for a trek differ from those required for a cruise. Lifelong learning research is an area of educational research's terrain which should trouble theory until theory better reflects reality

Promoting sustainable Indian textiles: final report to the Department for Environment, Food and Rural Affairs (Defra), London, UK

In 2009, the Department for Environment, Food and Rural Affairs (Defra), through the Sustainable Development Dialogue (SDD) fund, backed the Centre for Sustainable Fashion (CSF) at London College of Fashion and Pearl Academy of Fashion (PAF), New Delhi to run a project to promote Indian sustainable textiles. Improving patterns of sustainable consumption and production (SCP) in India and the UK is one of the agreed areas for collaboration under the UK-India Sustainable Development Dialogue. The project is also part of a body of work taking place under the Defra Sustainable Clothing Roadmap, which aims to improve the sustainability of clothing. Defra has identified that ‘while an economic success story (globally worth over £500 billion) the industry has a significant environmental and social footprint across its supply chain.’ The Roadmap aims to improve the sustainability of clothing by gathering a robust evidence base of impacts and working with a wide range of stakeholders, to build on existing interventions. For more details on the roadmap see: http://www.defra.gov.uk/environment/business/products/roadmaps/clothing/index.htm This report is only one of the dissemination tools associated with the project. The project film, images and website should be viewed in conjunction with this report

Performance and …

In titling our chapter 'Performance and...' our intention is not to privilege performance studies over theatre studies or drama but rather to call to attention the longstanding proposition that performance (studies) 'resists or rejects definition' (Schechner, Richard, 1998, 'What Is 'Performance Studies' Anyway?' in: P. Phelan and J. Lane (eds.), The Ends of Performance, NYU Press, p. 360) and as such highlight the potential it holds for interdisciplinary scholarship and the way in which the idea of performance has been conceived fluidly and expansively, both key concerns of all the volumes reviewed here. We are, we hope, at a point in the development of performance and theatre studies where there is an understanding, acceptance and exploration of the mutually constructive and beneficial interweaving of these two 'traditions' of scholarship within the broader field of drama. In the books we look at, both 'theatre' and 'performance' are brought to bear on the matters at hand almost interchangeably, with established text-based dramas taking their place alongside works in the performance art tradition to further arguments pertaining to a variety of disciplines. Such plurality of approach is a defining feature of the works we have chosen to discuss and binds them to a common purpose: the exploration of drama/theatre/performance in, with and between other disciplines and discourses in the pursuit of illuminating the world around us in more meaningful ways

What's Going on in Community Media

What's Going On in Community Media shines a spotlight on media practices that increase citizen participation in media production, governance, and policy. The report summarizes the findings of a nationwide scan of effective and emerging community media practices conducted by the Benton Foundation in collaboration with the Community Media and Technology Program of the University of Massachusetts, Boston. The scan includes an analysis of trends and emerging practices; comparative research; an online survey of community media practitioners; one-on-one interviews with practitioners, funders and policy makers; and the information gleaned from a series of roundtable discussions with community media practitioners in Boston, Chicago, Minneapolis/St. Paul, and Portland, Oregon