Creative Framework Research Articles

Explaining teaching uses of Wikipedia through faculty personal and contextual features

PurposeThe purpose of this paper is to explore which personal and contextual factors affect the use of Wikipedia as a teaching resource in higher education institutions.Design/methodology/approachThis research question is approached by investigating faculty perceptions and attitudes in two large Spanish universities. For this purpose, a comprehensive empirical study has been employed, based on an online survey to faculty members and the inclusion of a decision-making model in the analysis.FindingsData provide evidence that a combination of cultural, social and subjective factors influences the decision to use Wikipedia. This decision is not only associated with lecturers’ individual characteristics, but mostly with surrounding influences. Teaching uses are more frequent when academics have close reference models and when they perceive that Wikipedia is being positively valued by their colleagues.Research limitations/implicationsThe present study provides a creative framework to analyze the main determining factors of Wikipedia usage by faculty. The inclusion of both internal and external factors in the decision process has proved to be a valuable novelty.Practical implicationsThe study detects the main factors affecting the negative or reluctant attitude toward Wikipedia and provides some recommendations to overcome these barriers.Originality/valueThe study widens the scope of previous investigations supplying a new research framework and including, for the first time, a prominent online university in the analysis in order to discard the potential effects of digital and information illiteracy among students and faculty members.

A Team Project Based Assessment Method for Engineering Design Course

Implementing prototypes and engineering design education that requires creativity among engineering students has become a universal trend. Engineering design education is a subject taught in a setting where students gather in a team, decide on a single topic, and cooperate with one another to perform a project. Team project based evaluation is a main part of engineering design education. Many instructors agree that harmonizing creative evaluation and outcome assessment is difficult. To resolve this issue, we have surveyed various creativity assessments and engineering design education methodologies, and have modelled existing evaluating elements into a creative process and outcome assessment framework for each team project assessment. We have evaluated students in three levels (fair, good, and excellent) for each assessment element. Based on the survey results from students who took the course, we concluded that the new assessment model is an innovative method of assessment that enhanced both the students’ and the instructor’s satisfaction of the course.

Pop Up Play: a digital creative play space

ABSTRACTThis article discusses the research findings from a year-long investigation funded by a Digital R&D for the Arts grant. The overarching aims of this research project were to understand how arts and cultural organisations can access mixed-reality environments and digital technology for creative play and learning, and how they can enable children and young people to access meaningful digital realm engagement. The article starts by introducing the underlying philosophical and cognitive framework built from embodiment philosophy, gaming theory and digital pedagogy that helped the research team determine what was meant by meaningful engagement in mixed reality. This is woven into an analysis of the four action-research case studies, followed by a discussion on the potential future areas for investigation. The conclusion evaluates how the resultant Pop Up Play product (free software download, supporting materials and bespoke digital creative play framework http://thesparkarts.co.uk/popupplay/) can be considered an environment for communications skill development, innovative thinking and immersive exploration through experiential play.

A proposal to support student therapists to develop compassion for self and others through Compassionate Mind Training

PurposeStudent therapists can experience incidents in practice interactions that are emotionally rewarding but sometimes highly challenging. In responding to distressing events, they may experience empathic distress fatigue, compassion fatigue, stress, burnout, and self-criticism, which in turn can alter their ability to provide compassion to both self and others, and can create persistent self-criticism and negative rumination. A creative framework designed to teach student therapists about Compassion Focused Therapy (CFT) to underpin the worth of Compassionate Mind Training (CMT), is a training process designed to increase levels of compassion. Expected learning outcomesOn completion of teaching the 6-step study framework, student therapists will understand variables that influence compassion delivered to both self and others. They will understand how the compassionate mind model works, and consider how cultivating compassion can moderate self-critical dialogue. They will gain understanding of the 3 flows of compassion, examine how low levels of compassion can lead to empathic distress fatigue, compassion fatigue, burnout and self-criticism, and explore how emotions, such as shame and self-critical thinking impact upon well-being. Practical implicationsThe suggested programme will develop the ability in student therapists to ‘be kinder to self’ in times of stress, hence building their resilience. It is recommended that post-delivery of a well prepared teaching plan that addresses the 6-step study framework, that the lecturing team evaluate the effectiveness of the training.

Urban Prophets: Creating Graffiti as a Means of Negotiating the Constructs of Urban Public Spaces

For this examination, graffiti and neo-graffiti have been compared to public art in order to reveal the ideological constructions of urban public spaces. How does graffiti interact with the construction of urban public spaces? How is graffiti similar to and different from public art? Which of these art forms better represents the public and city living? By comparing public art to (neo)graffiti in Toronto, Ontario and Los Angeles, California, the gendered, racialized, and class-based exclusions present in R. Florida's (2002) creative cities framework as theorized by authors such as N. Smith (1996), Sharon Zukin (1996), and G. Standing (2011) can be revealed. Urban public spaces are carefully shaped by those in control, the government and corporations, with the intention of creating spaces and citizens within those spaces that can be a functioning part of their neoliberal capitalist system. Graffiti and neo-graffiti act as a visual interruption to this system, which in turn can be thought of as physically represented by public art. In this way (neo)graffiti is created by a minority of citizens with the hopes of reclaiming their right to exist in urban public spaces despite layers of ideological exclusions.For this examination, graffiti and neo-graffiti have been compared to public art in order to reveal the ideological constructions of urban public spaces. How does graffiti interact with the construction of urban public spaces? How is graffiti similar to and different from public art? Which of these art forms better represents the public and city living? By comparing public art (neo)graffiti in Toronto, Ontario and Los Angeles California, the racialized and class-based exclusions present in R. Florida’s (2002) creative cities framework theorized by authors such as N. Smith (1996), Sharon Zukin (1996), and G. Standing (2011) can be revealed. Urban public spaces are carefully shaped by those in control (the government and corporations) with the intention of creating spaces and citizens within those spaces that can be a functioning part of their system. Graffiti and neo-graffiti act as a visual interruption to this system as represented by public art. In this way (neo)graffiti is created by a minority of citizens with the hopes of reclaiming their right to exist in urban public spaces despite the layers of exclusions.

Proses Berpikir Kreatif Siswa Tipe Sekuensial Abstrak dan Acak Abstrak pada Pemecahan Masalah Biologi

The aim of the research is to describe the creative thinking process of abstract sequential and abstract random type-students in solving biological problem. The research conducted on two subjects that had differences in the type of the thinking that is abstract sequential type-student (STBSA) and abstract random type-student (STBAA) at Attaufiq Senior High School Jambi city. The data were selected according to the purpose of research. The data was collected by interviewing and modified think aloud method. Data was analyzed by process of creative thinking frame work based on Polya’s problem solving steps. The over all results of the study concluded that the process of STBSA’s creative thinking conducted sequentially from the first stage to the last stage. The data which obtained according to problem-solving strategies and the steps in solving problems. The indicators of creativity are notified in the form of fluency, flexibility, originality, and the detail of biological solving problems. While STBAA, the steps of creative thinking process is done randomly and not sequentially. The results of the problem solving which conducted is not be conviced because STBAA used more insight, imagination and logic. Then, in terms of creativity, the flexibility of STBAA is not appropriate to the indicator to solve problems because only applying one method of complishment, doesn’t have capability to produce a variety of ideas to implement the problem solving and not able to present a concept in different ways during biological problems solving. STBSA precisely solves the problem exactly, because it believes in the results of the thinking, as well as maintaining the criticality in the process of biological solving problems. While STBAA is less precise in solving problems due to the less of the self-confidence, less critical and contented easily in the process of solving biological problems.

Multiple-Technique Approach for Improving a Performance Measurement and Management System: Action Research in a Mining Company

Many enterprises encounter difficulty in managing strategic goals and performance measures because of a lack of a systemic and objective procedure and method. Action research was conducted through a case study approach at a mining company to investigate this problem regarding performance measurement and management (PMM) and to identify potential solutions for application. This research proposes a multiple-technique approach (including the Delphi method, analytic network process, system dynamics simulation, dashboard visualization, and radio frequency identification tracking techniques) and a creative implementation framework for overcoming the shortcomings within a case company and those in the relevant performance measurement literature. This study demonstrates a step-by-step approach for establishing a PMM system using a real case example. Furthermore, for sustaining the effectiveness and efficiency of the PMM system, key performance indicators (KPIs) were continually monitored against a changing operational environment through design, measurement, analysis, and improvement processes to address problem areas occurring in the production and maintenance departments of a mining company. The benefits of the PMM system in practice are demonstrated by the outcomes of the mining company, with noticeable improvements observed in many KPIs.

Technological Pedagogical Content Knowledge (TPACK) for Pedagogical Improvement: Editorial for Special Issue on TPACK

Mishra and Koehler’s (2006) framework for technological pedagogical content knowledge (TPACK) is one of the most well-received and widely researched theoretical frameworks for technology integration in the classrooms. Chai et al. (2013) recent review found that more than 70 articles about TPACK have been published between 2003 and 2011 within the Scopus database. A website dedicated to TPACK research (http://tpack.org/) has accumulated more than 450 articles. The SSCI-listed journals have also published 134 articles on TPACK as of May 2015. As an analytical and creative framework, TPACK research can potentially generate deeper knowledge construction about ICT integration among researchers and educators. It could be refined, expanded, and improved upon to account for more variables that shape, empower, or constrain the development of ICT use in education (Chai et al. 2013; Voogt et al. 2013). Building upon Shulman’s (1986) model for pedagogical content knowledge, Mishra and Koehler (2006) added the dimension of technological knowledge and demonstrated how various kinds of teacher knowledge can be derived from the integration of technological, pedagogical, and content knowledge. These integrated forms of knowledge are pedagogical content knowledge (PCK), technological content knowledge (TCK), technological pedagogical knowledge (TPK), and technological pedagogical content knowledge (TPACK). Together with technological knowledge (TK), pedagogical knowledge (PK), and content knowledge (CK), these seven kinds of knowledge make up the TPACK framework. While this framework provides specifications for the kinds of teacher knowledge involved during technology integration, how teachers, educators, and researchers can create more technological pedagogical content knowledge need to be further unpacked. Tee and Lee (2011) have aptly positioned generating TPACK as a knowledge creation endeavor and Kramarski and Michalsky (2010) have found it necessary to support pre-service teachers’ metacognitive self-regulation as they create TPACK through design. The creation of knowledge is a complex matter and coupled with the situated nature of TPACK (Mishra and Koehler 2006); further theorizing of the epistemic nature and processes involved in creating TPACK are needed. Specifically, the TPACK framework specifies what teachers need to integrate technology but not how the process can be improved (Cox and Graham 2009). On the other hand, there is much emphasis on the use of technology to support pedagogical improvements, especially the kinds of pedagogies that support students to foster twenty-first century competencies (ISTE 2007; P21, 2007). Voogt and Roblin (2012) have identified ICT-based learning as a common element across all twenty-first century learning frameworks they have reviewed. ICT could be used as a cognitive tool, metacognitive tool, and epistemic tool to support critical thinking, creative and inventive thinking and authentic problem solving, which are also common elements of twenty-first century learning. Yet, there is still a lack of understanding about how the seven TPACK constructs are being applied by teachers as they formulate technology-integrated lessons to promote twenty-first century learning & Joyce Hwee Ling Koh joyce.koh@nie.edu.sg

A Transdisciplinary Approach To Business Education Throughout Family Firms As Communities Of Practice

AbstractThe paper explores the relationship between family businesses (FB), communities of practice (CoP), and entrepreneurship education in the context of the knowledge production and sharing within and between these communities. The relationship between these three spheres of knowledge is presented from a transdisciplinary point of view. The contextual legitimacy identifies the communicational channels between the fields of family businesses and the communities of practice and entrepreneurial education in a transdisciplinary generative synergistic context. The notion of CoP suggests that organizational community boundaries do not correspond with typical functional boundaries, including practice - and person - based networks, while family businesses underlie the necessity of sustainable business education which can be achieved through collaborative interaction in a creative entrepreneurial framework. The paper proposes to find the common ground of the three fields of knowledge and the way these points develop new knowledge windows towards a new entrepreneurial understanding of life, and generating new alternatives.

Leading by Design: A Collaborative and Creative Leadership Framework for Dance Integration in P–12 Schools

ABSTRACTThis article presents the Mentorship, Integrated Curriculum, Collaboration, and Scholarship (MICCS) framework as an applicable model for transformative, creative, and curriculum-based K–12 dance education and arts integration. Developed and practiced by the authors—an artist/educator, a classroom teacher, and an arts education scholar and former dance practitioner—this framework provides replicable guidelines for educators, professional and community partners, and administrative leaders. The MICCS framework encompasses (1) professional mentorship with artist/teacher collaborators, student teachers, and arts education scholars, (2) a framework for dance integration at K–12 schools involving curricular and pedagogical design for a range of contexts, from whole-school to individual classroom practice, (3) collaborative strategies, and (4) research and scholarship partnerships. The practice and presentation of this framework, along with past examples of residencies and research, stand as a form of creative leadership, merging creative arts and educational pursuits through dance.

Mathematics in Preschool and Problem Solving: Visualizing Abstraction of Balance

This article describes how children learn to distinguish variations of the concept balance when they have different kinds of experiences of feeling, making and creating balance. The focus of the study is how children in preschool develop the ability to think logically and creative by exploring balance as phenomena in everyday life. Empirical data were collected in two preschool groups with children that were 3 - 5 years old. By following the process the results show that children and teachers increased their awareness and developed an understanding of balance, its meaning and significance, through creative teaching—by playing different games, drawing, constructing and building. The results also show that creative framework in performing activities seems to enrich the collective learning process as well as using mathematical concepts to describe the abstraction of balance.

Three theoretical approaches to pirate entrepreneurship: towards future studies of pirate entrepreneurship

An increasingly turbulent, hypercompetitive and dynamic business environment is an expected starting point and business environment for pirate entrepreneurs. In the article, three major traditions of business research (theory of creative destruction, OLC/LCC theory and business war gaming framework) are elaborated and linked to the studies of pirate entrepreneurship. These theoretical approaches help to link the issue of pirate entrepreneurship to foresight research. The key conclusion of the research is that probably new forms of dynamic pirate entrepreneurship can provide new solutions to the triple challenge problem of innovation management, i.e., problems related to creative destruction, disruptive innovations, and creative accumulation.

Disquietude: A Sonata-Form Inquiry into Multiliteracies Practices in an EAL Classroom

This narrative case study describes an English as an Additional Language teacher’s struggle to understand her young adult learners’ apparent resistance toward multiliteracies pedagogical practices in a college setting. Multiliteracies Pedagogy (New London Group, 1996) advocates the use of digital media, and home languages and culture, to engage diverse youth in designing personally meaningful multimodal texts that can significantly impact learner identity, voice, and agency. This arts-based study uses an innovative sonata-style format to document the making of a class documentary, accompanied by teacher reflections on the video project in the form of poetry, journal excerpts, and classroom dialogue. The sonata form provides a unique methodology for teacher inquiry, allowing the teacher-researcher to explore the ways in which curriculum, pedagogy, and sociocultural influences intersect in the classroom. The study does not end with a clear resolution of the problem; instead, the process of inquiry leads to deeper understandings of what it means to teach in the complex worlds of diverse learners. Chapter One: Theoretical Preface This narrative case study describes my undertaking, as an EAL (English as an Additional Language) teacher, to better understand my young adult English language learners’ apparent resistance toward multiliteracies practices in my classroom. This has been a recurring issue for the 5 years that I (and my colleagues) have been teaching in this program. It is not supposed to happen; multiliteracies pedagogy, as envisioned by the New London Group (1996), should motivate, engage, and empower all students, especially diverse and marginalized learners. Department of Graduate and Undergraduate, Studies in Education, Faculty of Education, Brock University, St. Catharines, Ontario 60 International Journal of Language and Literature, Vol. 2(4), December 2014 It builds on students’ proficiency with digital technology and taps their home cultures and languages through collaborative and creative project work. It is a dynamic, innovative pedagogy that is supposed to have a profound effect on English language learners. And it does—for some, but not for others. It seems there is an undercurrent of tension in our classroom, a resistance to multiliteracies practices, that is difficult to comprehend and challenging to address. This narrative inquiry involves reflection on transformative theories of language and literacy education, personal history, and living in that uncomfortable space in which pedagogy and real world application come into conflict. The study is written in a sonata-style format, a creative framework for arts-based inquiry. The sonata begins with an exposition, which introduces the primary theme: the making of a class documentary. This is followed by a contrasting secondary theme, which explores teacher reflections on classroom events and conversations. The exploration uses poetry, journal notes, and reconstructions of classroom dialogue. Through these reflections, the conflict between pedagogy and practice, between curricular imperatives and meeting broader student needs, is exposed. While the study examines the tension in the classroom, it does not attempt to resolve it; rather it is grounded in the understanding that not all teacher practical knowledge is about clear solutions to specific pedagogical problems. The case study is told from the perspective of a fictional English as an Additional Language teacher, whose story is based on my own teaching experiences. The inquiry uses arts-based representations of real classroom experiences to problematize idealistic conceptions of literacy pedagogy and to offer more complex ways of viewing English language teaching and learning. My hope is that the presentation of an alternative view of multiliteracies pedagogy will lead to further avenues for research and will facilitate more respectful, responsive, and ultimately more effective pedagogical practices.

Joint music therapy and occupational therapy sensory sessions with “Fran”: “Sensing the seasons”

PurposeThis article aims to describe a joint collaboration between an occupational therapist and music therapist at the Royal Hospital for Neuro‐disability in Putney, London, UK. It outlines a series of sessions with a patient with hypoxic brain injury who was referred to the neuro‐behavioural unit for rehabilitation.Design/methodology/approachThe joint work commenced due to a realisation that this particular patient responded well to sensory input and the music and occupational therapist wanted to offer the opportunity to explore this intervention further within a different framework of joint sessions. The article provides an overview of this input, which involved bi‐monthly hour long sessions exploring responses to and engagement with various stimuli within a frame of music, poems and storyline along the themes of the seasons. This ran in conjunction with other rehabilitation sessions on the unit.FindingsThe authors found that the patient responded to this format with the focus being on the creative framework and the interaction between the therapists and minimal pressure to achieve tasks. Of course there were still clear clinical goals and there was participation from the patient in order to improve functional abilities.Originality/valueThe overriding improvements in the patient from using this therapy approach were an increase in concentration span and attention and reduction in vocal distress and behavioural agitation. The authors surmise that there is a place for a package of sensorial input with suggestions for implementation which could be used for other patients in neuro‐rehabilitation in this setting or elsewhere.

Creative Application Framework of RFID Technology in Environment Friendly Industry

A growing number of organizations around the world are considering the implementation of radio frequency identification (RFID) systems to improve their business and operations processes in project management of the environment friendly industry. Environment friendly industry attempts to effectively obtain real-time information and enhance dynamic control and management via information sharing and analysis from involved participants to effective production and reduce conflicts. RFID technology is used in a great number of possible applications, like product tracking, animal identification, inventory systems and others. The paper (born from the authors’ experience on the field) introduces a new methodological framework in order to face the feasibility study for the application of the RFID technology, illustrating two cases in the environment friendly industry that today have exceeded the experimentation phase.

Creative Laboratory Model for Large Undergraduate Engineering Classes

Universities are under continual pressure to reduce the expense associated with the laboratory education of undergraduate engineering students. Many alternatives to traditional laboratory instruction have been tested to improve educational benefits and to reduce academic input. This paper describes the benefits of laboratory classes run in an interactive competitive framework to enhance the teaching of structural engineering and construction materials. A creative framework that defines limits and quantifies performance encourages student engagement and allows reasonable control without stifling creativity. Two examples are presented in this paper: a wood bridge competition as part of an introductory structural engineering design course and a concrete technology competition within a structural concrete course. The educational benefits of this broad-based approach are compared with other laboratory methods. Course surveys suggest that students view this method of laboratory education positively when it is w...

The "New Man" in Cuba: Culture and Identity in the Revolution (review)

Reviewed by: The "New Man" in Cuba: Culture and Identity in the Revolution Barbara Riess (bio) Ana Serra . The "New Man" in Cuba: Culture and Identity in the Revolution. Gainesville: University Press of Florida, 2007. This is not a book about the New Man. Rather, it is a book about the "New Man" as a construct through which Ana Serra examines official discourse from the revolution's first decade, four novels published between 1959 and 1971, and four written post-1989. Serra's methodology functions on the premise that political and literary discourse are "both textual conduits of the pedagogical mission of the Revolution" (5). The concomitant use of political and literary narratives of identity exemplifies the shift from literary criticism to cultural studies, but more important, it forms the basis for the book's compelling main [End Page 254] argument about the literature of the Cuban Revolution in the field of Cuban studies. The introduction smartly lays the ground for this broader argument. A transformative event for Latin American cultural identity, the Cuban Revolution imposed its own solution to the literatura comprometida versus "art for art's sake" debate, as did subsequent poststructural conclusions about the constitution of the canon. In this context, Serra deploys the narrative of the Sovietization of Cuban culture as constitutive of both literary history and identity formation. She associates the New Man with his aesthetic counterpart (socialist realism) and argues that, just as not all writers accepted a wholly socialist realist creative framework, not all writers populated their texts with a prescription for the New Man. Critics then and now exclude texts remotely suspected of doing so, adhering to outdated criteria in a poststructuralist environment. Thus, Serra concludes that previously shunned texts should "be appreciated as part of Cuba's literary production, and that discussions of the difference between the literary and nonliterary in post-1959 Cuba be rendered unnecessary" (23). The body of the work aims to prove this point. The first four chapters study specific campaigns to create a new identity: literacy, formation of a revolutionary intellectual, reaching the sugar harvest of 10 million tons, and integration of women into the workforce. In each, Serra reads different manifestations of the New Man that functioned to produce a unifying official discourse. She then analyzes four novels in and against this framework: Maestra voluntaria (Daura Olema, 1962), Memorias del subdesarrollo (Edmundo Desnoes, 1965), Sacchario (Miguel Cossío Woodward, 1970), and La última mujer y el próximo combate (Manuel Cofiño, 1971). Serra's application of provocative literary theory through the identity lens serves her well in highlighting the aesthetic and historical importance of these novels. For example, in "Harvesting the Nation: How Cuba Became Unified in the Historical Zafra," she reconstructs a nation-building narrative to subsequently debunk it by highlighting the provocative narrative structure of Woodward's Sacchario. The revolutionary everyman emerges in the book, yet the narrator's "pleasure in the text prevents him from disappearing behind the unity of the nation he has created" (108). In each case, Serra teases out complex figures from seemingly homogeneous narratives, and in this way she invites all readers of the revolution's first ten-plus years to carefully reconsider uniform stereotypes when examining Cuban cultural identity. The final chapters study the problematic nature of the New Man in novels from two important periods. Serra sees its subversion in Pablo Armando Fernandez's Los niños se despiden (1968). The novel's rich cultural sediment, she argues, is too complex a terrain into which such a homogenizing concept could seed itself. The epilogue tills the Special Period for the cultivation of the New Man using Leonardo Padura's tetralogy: Las cuatro estaciones (1991-1998), [End Page 255] arguing provocatively that "the New Man is dead" (162). In both chapters, the deftness of Serra's readings underline the value of these novels to informing more generalized notions of Cuban culture. Although the imperative to narrate the cultural politics of the revolution's first decade leads to some repetition in the text, it is a refreshing approach to the different ways in which this narrative can be deployed. The book lacks a consideration of the Soviet...

Pina Bausch, creative industries and the materiality of artistic labour

The creative industries policy framework has focused attention on artistic activity as a means by which intellectual property is produced: ideas are reduced to material forms, the economic value of which derives from dealing in the rights to reproduction or performance of the work. In this paper, I argue that the emphasis on ‘intellectual’ property within the creative industries ignores the embodied nature of much artistic practice. Using the example of contemporary dance and in particular the Tanztheater of Pina Bausch, I attempt to locate this practice within various formulations of the nature of labour activity itself. These theoretical framings of labour include Karl Marx’s ‘non‐productive’ labour, Frederick Taylor’s ‘machine labour’ and the concept of ‘creative labour’ popularised by Ned Rossiter. This paper is offered as a contribution to the creative industries debate; a contribution that seeks to value artistic labour and practice alongside the artistic ‘product’.

Being in Nature

This article describes a creative framework in which nature is incorporated in therapy with older adults. Using an example from practice, it illustrates how the integration of concepts from the narrative approach and the innovative nature therapy framework can help older people expand their perspectives, connect with strength, and expand their coping strategies, while gaining a wider sense of acceptance and completion in life.

Hawking In The Creative City

The development of creative industries in Asia in recent years has seen the rise of Korea, Hong Kong and Singapore as post-modern centres of innovation. From the new co-produced pan-Asian horror and action film genres, to brands like Samsung and Creative Technology, to the branding of cities through new nationalisms, creative industries are transforming cultural industries by merging the arts with technology and business. Characterised by cluster, convergence, content creation and value-adding, creative industries not only enhance a country's economic wealth and promote international trade through intellectual property and tourism, they also produce new cultures that are more regional and less national and global. This paper critically examines how a regional queer Asian culture has emerged in Singapore as a result of its creative industry developments. Unlike the sex tourism of gay Bangkok or the social movement of queer Taiwan, queer Singapore is created by cultural and media policies, and gay and lesbian entrepreneurship. In a country that prosecutes homosexuality, queer commerce has flourished. The city-state is now recognised in the mainstream and the subculture as the new regional Mardi Gras centre of Asia. Queer Singapore shows how sexual recognition is constituted, not through the post-Stonewall politics of sexual rights, but through what I will argue as the Foucauldian ethics of identity. This paper will frame this approach against current studies in creative industries and map the changing field of cultural policy studies. Rather than accounting for the new sexual culture through the appeal to social diversity by benchmarking it as a gay index essential to the soft infrastructure of a creative city, this paper attempts to formulate a critical creative industry framework to understand how an expedient culture has been transformed into a pragmatic resource for determining action. Singapore's pragmatic approach to culture offers such a model to rethink how sexuality can function as a technology of cultural policy.