This study contributes to the field of films for social change by exploring the production process of participatory film-making for social change, whereby explicit claims of community empowerment, participation and social change are the very justification of the production. To do so, it investigates the definitions and production processes of community art, participatory video and mediated participation. Using ‘practice as research’ as a key method of enquiry, we examine three film practices to explore aspects of professionalism. The objective of this examination is to elucidate the process of community member participation in collaboration with film-makers, facilitators and action researchers. People participate in film production processes by contributing to the script, acting, location scouting or any other activity at any stage of the film production. In examining this collaborative process, we focus on dilemmas encountered in relation to integrating participatory qualities and artistic qualities in a work of overall interdisciplinary and professional quality. The material used for the enquiry consists of participatory observations, scripts, films, course materials, audience observations, evaluation forms and in-depth interviews collected over the years in different projects. The analysis of the material indicates that the film-makers deal with dilemmas regarding the balance of the film’s participatory and artistic qualities and the production process. The expectations of the film-making community regarding the process, the resulting film and the related audience influence the balance between the participatory quality of the process and the artistic quality of the film. Finding a balance between participatory quality and artistic quality is a challenge, and in practice the stakeholders involved experience tensions in a continuous process of negotiation. This article demonstrates the tensions and illustrates the continuous process of negotiation between the (roles of) film-makers, facilitators, action researchers and community members.
Coastal and marine cultural heritage (CMCH) is at risk due to its location and its often indefinable value. As these risks are likely to intensify in the future, there is an urgent need to build CMCH resilience. We argue that the current CMCH risk management paradigm narrowly focuses on the present and preservation. This tends to exclude debates about the contested nature of resilience and how it may be achieved beyond a strict preservationist approach. There is a need, therefore, to progress a broader and more dynamic framing of CMCH management that recognises the shift away from strict preservationist approaches and incorporates the complexity of heritage’s socio-political contexts. Drawing on critical cultural heritage literature, we reconceptualise CMCH management by rethinking the temporality of cultural heritage. We argue that cultural heritage may exist in four socio-temporal manifestations (extant, lost, dormant, and potential) and that CMCH management consists of three broad socio-political steering processes (continuity, discontinuity, and transformation). Our reconceptualisation of CMCH management is a first step in countering the presentness trap in CMCH management. It provides a useful conceptual framing through which to understand processes beyond the preservationist approach and raises questions about the contingent and contested nature of CMCH, ethical questions around loss and transformation, and the democratisation of cultural heritage management.
This chapter discusses the role of education in the preparation of the next generation of entrepreneurs in nature conservation. Departing from the traditional conservation education, which emphasizes ecological management, the chapter is a plea for incorporating entrepreneurship in the curricula of educational programmes on rewilding ecosystems. An Erasmus Intensive Programme on European Wilderness Entrepreneurship is presented as a case study. A set of competences is defined and operationalized based on the evaluation of the first edition of the programme undertaken in Rewilding Europe's pilot area in Western Iberia. Aspects of the learning strategies and learning environment are presented and reviewed. The conclusion of this chapter is that to learn wilderness entrepreneurship competences, an environment should be created in which students, teachers and stakeholder co-learn at the boundaries of their comfort zones.
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