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Editorial Advisory Board’s ‘Recommended Read’ - June 2016

This June, our Editorial Advisory Board member Professor Chrissie Harrington has chosen her ‘Recommended Read’: one of our best-selling titles, noteworthy for the contribution it makes to its field. An arts education consultant, Chrissie’s expertise lies in the area of education, the arts and performance, and she has previously been Head of School of Arts and Humanities at University Campus Suffolk.

Cambridge Scholars Publishing is offering all of our readers a 50% discount on Chrissie’s pick. To redeem your discount, please enter the promotional code EABJUN16 during checkout. Please note that this is a time-limited offer that will expire on 1st July 2016.


Professor Chrissie Harrington’s ‘Recommended Read’:

"What is to be Done?": Cultural Leadership and Public Engagement in Art and Design Education

Editors: Steve Swindells and Anna Powell.

Public engagement is high on the policy agendas of university funders, Vice Chancellors, policy makers, and in the wider cultural and public sphere. This book introduces the reader to the different meanings and motivations that underpin this current trend, and will be of interest to postgraduate students and those working in Higher Education and the cultural industries, particularly in the museums and galleries sector.

The contents of this book are accessible and thought provoking, providing a range of discourses between the art and design education, cultural leadership and public engagement, and the broader contexts that define their potential inter-relationship. Texts also reveal that, too often, there is a lack of acceptance and/or awareness of the potential role that art and design education has to play in the development of the cultural agenda. Examples of practices provide an insight into some of the lost opportunities or obstacles that have hindered progress so far. In particular, the dominant evidence-based model that frequently drives practices and opinions, not least within the field of academic research, is highlighted as problematic and potentially obstructive.  The prescribed ‘cultural impact’ measurement tools suggest a lack of regard or understanding of the qualities, characteristics and immeasurable features of art and design education per se in the development of cultural leadership skills and sensibilities, as well as in increased public engagement. Texts probe, argue, reflect and explain “where we are”, and subsequently ask, “what is to be done?” The answer given here lies in the necessity for transparency, dissemination and sharing of research practices – thus articulating a future for the cultural agenda informed by the exciting possibilities offered by art and design education.” 


For further information on Professor Harrington, please click here.


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