Creating Spaces. Non-Formal Art/s Education and Vocational Training for Artists in Africa between Cultural Policies and Cultural Funding

Wissenschaftliche Studie , 2015 , 304 Seiten

Kunst - Sonstiges

The field of non-formal art/s education and vocational training for artists in Africa leads a shadowy existence. Although embracing the vital interface of education/art/culture, related approaches and projects frequently fail to meet the prevalent funding frames. However, African actors have long been autonomously contouring and shaping the interstitial space of non-formality with their ideas, concepts, and practice. What concrete form does their work take? What basic conditions is it subject to? Which formative effects are caused by current cultural and funding policies? These and other questions are elaborated in this volume with special reference to five actors in South Africa, Senegal, Democratic Republic of Congo, and Ethiopia.

The authors are:
Nicola Lauré al-Samarai, Fouad Asfour, Judith Reker, Rangoato Hlasane and Malose Malahlela

Inhaltsverzeichnis (Table of Contents)

• Preface
• Acknowledgments
• Authors' Note
• Introduction
• Chapter 1
  • Discursive Locating
  • Framing the Field of Art/s Education and Vocational Artistic Training and Professionalization
• Chapter 2
  • Prior to Entry
  • A Critical Attunement to Field Research
• Chapter 3
  • Fragmentary Depictions
  • Shaping the Field of Non-Formal Artistic Education/Training and Professionalization
• Chapter 4
  • Formative Effects
  • Non-Formal Vocational Artistic Training and Professionalization within the Context of Western Cultural Funding
• Chapter 5
  • Bigger than the Tick Box
  • Defining Interdisciplinary Art/s Education to Funders in South Africa by Rangoato Hlasane and Malose Malahlela
  • Keleketla! Library
• Chapter 6
  • The Challenges of Interstitiality
  • Reconsidering Cultural and Funding Policies for the Non-Formal Artistic/Cultural Field
• Bibliography
• Contact Zones Nairobi
• Imprint

Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)

This book explores the field of non-formal art/s education and vocational training for artists in Africa, focusing on the complex interplay between cultural policies and funding practices. The authors aim to provide a critical analysis of the challenges and opportunities faced by artists and art educators in this context, highlighting the need for a more nuanced understanding of the field and its diverse actors.

• The role of cultural policies and funding in shaping the field of non-formal art/s education and vocational training in Africa
• The challenges and opportunities faced by artists and art educators in navigating the complexities of the field
• The need for a more interdisciplinary approach to art/s education and vocational training
• The importance of fostering collaboration and dialogue between artists, educators, policymakers, and funders
• The potential of non-formal art/s education and vocational training to contribute to social and economic development in Africa

Zusammenfassung der Kapitel (Chapter Summaries)

Chapter 1, "Discursive Locating," sets the stage for the book by examining the historical and theoretical frameworks that have shaped the field of non-formal art/s education and vocational training in Africa. The chapter explores the various discourses that have influenced the development of the field, including colonial legacies, postcolonial critiques, and contemporary debates about cultural policy and funding. It also examines the challenges of defining and delimiting the field, highlighting the need for a more nuanced and inclusive understanding of the diverse practices and actors involved.

Chapter 2, "Prior to Entry," delves into the methodological considerations that guided the authors' research. The chapter discusses the importance of critical reflexivity, ethical engagement, and collaborative research practices in studying the field of non-formal art/s education and vocational training. It also explores the challenges of conducting research in a complex and often marginalized field, highlighting the need for sensitivity, respect, and a commitment to empowering the voices of artists and art educators.

Chapter 3, "Fragmentary Depictions," presents a series of case studies that illustrate the diverse realities of non-formal art/s education and vocational training in Africa. The chapter examines the challenges and opportunities faced by artists and art educators in different contexts, highlighting the need for a more nuanced understanding of the field's complexities. It also explores the role of cultural policies and funding in shaping the field, examining the ways in which these factors can both enable and constrain artistic practice and professional development.

Chapter 4, "Formative Effects," examines the impact of Western cultural funding on the field of non-formal art/s education and vocational training in Africa. The chapter explores the ways in which funding practices can both support and shape artistic practice, highlighting the need for a more critical and reflexive approach to funding. It also examines the challenges of navigating the complexities of international funding relationships, highlighting the need for greater transparency, accountability, and local ownership.

Chapter 5, "Bigger than the Tick Box," explores the challenges of defining interdisciplinary art/s education to funders in South Africa. The chapter examines the ways in which funders often prioritize narrow and prescriptive definitions of art/s education, neglecting the diverse and innovative practices that exist in the field. It also explores the need for a more nuanced and inclusive approach to funding, one that recognizes the value of interdisciplinary and collaborative approaches to art/s education.

Chapter 6, "The Challenges of Interstitiality," concludes the book by examining the need for a more critical and reflexive approach to cultural policies and funding practices in the field of non-formal art/s education and vocational training in Africa. The chapter argues for a more nuanced understanding of the field's complexities, highlighting the need for greater collaboration, dialogue, and support for artists and art educators. It also explores the potential of non-formal art/s education and vocational training to contribute to social and economic development in Africa.

Schlüsselwörter (Keywords)

The keywords and focus themes of the text include non-formal art/s education, vocational training, artists in Africa, cultural policies, cultural funding, interdisciplinarity, collaboration, and social and economic development. The text explores the challenges and opportunities faced by artists and art educators in navigating the complexities of the field, highlighting the need for a more nuanced understanding of the field and its diverse actors.

• Autoren: Nicola Lauré al-Samarai (Autor:in), Fouad Asfour (Autor:in), Judith Reker (Autor:in), Rangoato Hlasane (Autor:in), Malose Malahlela (Autor:in)
• Erscheinungsjahr: 2015
• Seiten: 304
• Katalognummer: V288136
• ISBN (eBook): 9783656885931
• ISBN (Buch): 9783656885948
• Sprache: Englisch
• Schlagworte: creating, spaces, non-formal, art/s, education, vocational, training, artists, africa, cultural, policies, funding