Abstract
Analyzing cultural sector reports and initiatives in Portugal in relationship to recent reductions in cultural funding, this paper critiques the divide between discourses for knowledge economy development, sustainability, the educational preparation for art and cultural managers and its sector employment. Conjectural discourse is used as a tool to speculate on the basis for a new palimpsest that includes field-based thinking and human development through creativity to integrating cultural development skills into business management programs, and transform cultural decision-making at the EU policy level. Referencing the concepts of umwelten from biologist Jakob von Uexküll, and Human Scale Development from Chilean economist Manfred Max-neef, the paper argues for the benefits of instability and the need for the redesign of management education to integrate culture and skill sets for managers emphasizing creativity. Following upon the work of Max-Neef (1991) and the Dag Hammarskjöld Foundation (2014) investigation of human needs satisfaction through a transdisciplinary approach to structural transformation of economic systems, different educational, policy, and strategic initiatives for cultural development can be developed. By creating epistemological shifts in worldview and strengthening the human capacity for creativity in education, the current miasma in cultural unsustainability can be productively inverted.
Highlights
Analyzing cultural sector reports and initiatives in Portugal in relationship to recent reductions in cultural funding, this paper critiques the divide between discourses for knowledge economy development, sustainability, the educational preparation for art and cultural managers and its sector employment
The professional conundrum that faces undergraduate and graduate students in the fields of art education and cultural management today, concerns those who may be leaving their programs of study without a clear idea of what professional opportunities exist for their own cultural sustainability
Following upon the work of Max-Neef (1991) and Dag Hammarskjöld Foundation’s investigation of human needs satisfaction through a transdisciplinary approach to structural transformation of economic systems, this paper proposes different educational, policy, and strategic initiatives for cultural development through field-based thinking and the integration of business and cultural education with a strong approach for the development of human creativity
Summary
The professional conundrum that faces undergraduate and graduate students in the fields of art education and cultural management today, concerns those who may be leaving their programs of study without a clear idea of what professional opportunities exist for their own cultural sustainability. With widespread initiatives, networking, and further research challenging public policy and cultural governance to direct attention to actions and their effects to sustainable strategies, such as cultural clusters, creative networks, and the development of the creative city (Costa, 2007), these studies and research reports document many exemplary cases of the creative economy and the synergy between culture and community development. These and subsequent reports document the complex interdependence between funding, policy, and a sustainable sector (Agrupación Europea de Cooperación Territorial, 2011), the discourses between these realms in policy and in practice, remain divided. The implications are that if decision-makers worldwide operated by a different paradigm economically, there would be different choices made, that in turn, would lead to different educational and social outcomes
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