Introduction: Neoliberal Culture / the Cultures of Neoliberalism

Lawn, Jennifer; Prentice, Chris

doi:10.11157/sites-vol12iss1id312

Cited by 11 publications

(17 citation statements)

References 7 publications

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“…Finally, the processes of representation and identity that typify the politics of community theater root it in the conditions of racial, ethnic, religious, and economic polarization that plague societies today. Today's dominant public philosophy of neoliberalism casts these dimensions of cultural identity and difference as mere matters of self-expression and life-style [27] that may be exploited for commercial gain. This fact poses important ethical challenges to community artists and practitioners as they work with varied conceptions of community and belonging and engage power structures and the voices of vulnerable groups and challenge this prevailing understanding on their behalf in so doing.…”

Section: Theatermentioning

confidence: 99%

“…The "consumers" of community murals can be both local residents and visitors from elsewhere, evidencing the potential of cross-community collaboration and imitation, as happened with Taniperla's "Life and Dreams" mural. According to neoliberal tenets, culture can be marketed to add value to products and services [27] and, indeed, community murals have been depoliticized and marketed as tourist attractions [34]. As a result, and in so doing, cultural policies can be shaped to serve economic development agendas by local or national governments.…”

Section: Community Muralsmentioning

confidence: 99%

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Arts as Dialogic Practice: Deriving Lessons for Change from Community-based Art-making for International Development

Kirakosyan

Stephenson

2019

Psych

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Communities around the world struggle with weakening social bonds and political, racial, ethnic, economic, and cultural divides. This article argues the arts can be a means of raising public consciousness regarding such concerns by catalyzing conscious, thoughtful dialogue among individuals and groups possessing diverse values and beliefs. Change can only occur when people become aware of and actively reflect on the ontological and epistemic-scale norms and values that so often underpin their divisions, and the arts can help them do precisely that. We examine the dynamics of participatory performing arts and mural-making in diverse contexts to contend that the dialogic character of community art-making can be valuable for practitioners and scholars in a variety of efforts in international community development. We conclude by sharing lessons that we believe will aid artists and practitioners in devising more inclusive and participatory approaches to their international community change or development projects.

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Section: Theatermentioning

confidence: 99%

Section: Community Muralsmentioning

confidence: 99%

Arts as Dialogic Practice: Deriving Lessons for Change from Community-based Art-making for International Development

Kirakosyan

Stephenson

2019

Psych

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“…Habermas finds "such an underhanded mode of interaction" incapable "to account for how the social fabric is able to hold society together steadfastly." 29 There is another category of rational-purposive action. Habermas designates it as communicative action.…”

Section: From Cognitive Interests To Communicative Actionmentioning

confidence: 99%

Dissent

Arcamo¹

2019

Kritike

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“…It has been shown for Africa that the lack of comparable education standards, associated with different colonial education systems (Nyangau 2014), add further difficulties to deciphering legitimate and illegitimate credentials coming from different systems in the job market. Apparently, the phenomenon is a contemporary challenge, which also calls into question the neoliberal promise of self-determination and the individual, social and ethical potentials (Lawn and Prentice 2015). Yet the legitimate expectations of those possessing credentials have not changed even in the midst of concerns about declining higher education standards (Thiaw 2007).…”

Section: Fake Qualifications and Theintroductionmentioning

confidence: 99%

Fake Qualifications and the Challenge of regulating Higher Education in Southern Africa

Jimu¹

2018

ModAfr

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This article examines the prevalence and implications of fake qualifications and the need for an effective regulatory regime to contain fake higher education qualifications. Fake qualifications by definition refer to false academic and professional credentials, regardless of the source, which means they may be acquired from illegitimate institutions, superficially legitimate institutions or through illegitimate means from legitimate institutions. The qualifications are in this sense illegitimate both in the manner in which they are obtained and also in terms of what they signify. The research for this article shows that the clandestine nature of the production and issuance and its global reach make it difficult to quantify, but also to control the use of fake qualifications and to manage their impact locally, nationally and globally. Drawing from several cases, it is apparent that the phenomenon of fake qualifications defies the integrity and legitimate expectations from an education system and is a serious challenge to education and ethical standards. It is further argued that given the challenges presented by the proliferation of fake qualifications generally, and in southern Africa in particular, it is imperative for higher education institutions, regulatory bodies, employers and the general public to develop a keen interest in the subject of fake qualifications and to cooperate in order to contain the menace.

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Introduction: Neoliberal Culture / the Cultures of Neoliberalism

Abstract: This introductory essay situates the contributors' articles in relation to

Cited by 11 publications

References 7 publications

Arts as Dialogic Practice: Deriving Lessons for Change from Community-based Art-making for International Development

Arts as Dialogic Practice: Deriving Lessons for Change from Community-based Art-making for International Development

Dissent

Fake Qualifications and the Challenge of regulating Higher Education in Southern Africa

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