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2020/2021

Cultural Development in the Community

Code: 101665 ECTS Credits: 6
Degree Type Year Semester
2500260 Social Education OT 3 2
2500260 Social Education OT 4 0
The proposed teaching and assessment methodology that appear in the guide may be subject to changes as a result of the restrictions to face-to-face class attendance imposed by the health authorities.

Contact

Name:
Joanna Genevieve E. Empain
Email:
JoannaGenevieve.Empain@uab.cat

Use of Languages

Principal working language:
catalan (cat)
Some groups entirely in English:
No
Some groups entirely in Catalan:
Yes
Some groups entirely in Spanish:
No

Teachers

Carme Serret Vidal

Prerequisites

It is recommended that students have reached the two previous courses of Social Education.

Objectives and Contextualisation

This elective course is part of the Socio-Community Education itinerary in the Social Education degree. Its main objective is to reconceptualise, and produce critical reflections and actions in the field of Community Cultural Development.

The subject arises the historical reconstruction of the bases of Community Cultural Development in the context of the present and international perspectives. This course focuses on the study of cultural policies in relation to social education and reinterprets the links between art, local government and community. However, students as participants will be involved in Community Cultural Development.

Competences

    Social Education
  • Accompany people in their processes of growth and emancipation.
  • Contextualize educational action based on the different theoretical paradigms that have developed in science and education in accordance with the socio-historical context of individuals, groups and institutions.
  • Design and develop processes for citizen participation and socio-community action.
  • Design evaluation plans and processes in accordance with different purposes, techniques and instruments, moments and perspectives of educational evaluation.
  • Develop critical thought and reasoning and be able to communicate them effectively, both in your own language and second or third languages.
  • Develop strategies for autonomous learning.
  • Master the theoretical and applied knowledge of Educational Sciences to develop the capacity for analysis and observation of the social and educational reality.
  • Promote autonomy among participants and seek a balance between roles as advisor, facilitator and promoter of socio-educational dynamics.
  • Respect the diversity and plurality of ideas, people and situations.
  • Use information and knowledge from different sources and contexts (reports, articles, etc.) specific to the social sciences.
  • Work in teams and with teams (in the same field or interdisciplinary).

Learning Outcomes

  1. Analyse and apply critical reasoning to the understanding of representative versus participatory democracy. Understand power, government and governance.
  2. Analyse socio-cultural and community development experiences and projects from the perspective of different theoretical paradigms.
  3. Apply participatory techniques: Participatory Action Research (PAR), to community diagnosis.
  4. Deliver proposed activities on time and in the right way.
  5. Design and develop participatory processes in social and community education.
  6. Design and regulate learning spaces in contexts of diversity that attend to gender equality, equity and respect for human rights as involved in the values of public education.
  7. Develop professional functions tailored to different social and community situations in ways that encourage the empowerment of the participants.
  8. Evaluate policies and programs derived from the same concerning education for development.
  9. Identifying the features of neutrality and impartiality in real or simulated mediation processes.
  10. Incorporating into their analyses the contextual references needed, linked to specific problems and proposals about education for development.
  11. Knowing how to relate to (empathise with) the different ideological and life options that make up the communities.
  12. Orally and in writing express their ideas and knowledge sufficient theoretical foundation and argumentative.
  13. Organising the work in a structured way in terms of the demands.
  14. Proposing strategies adapted to different mediation situations and requirements, appropriately developing strategies for mediation between individuals or groups in simulated situations and displaying social skills for understanding families and being understood by them.
  15. Reflecting on, evaluating and applying the changes required in educational practice regarding the Concept of participation. Participation as an end and as a means for change.
  16. Reflecting on, evaluating and applying the changes required in educational practice with regard to the Social Participation from the perspective of social players: social movements and associations.
  17. Reflecting on, evaluating and applying the changes required in educational practice with regard to the participation of the public from the perspective of the administration: models and devices.
  18. Understand existing research on socio-cultural and community development.
  19. Understand the basic concept and the main methodologies and techniques of socio-cultural and community development.
  20. Understand the diversity and plurality of ideas, people and situations that make up a community.
  21. Working in multidisciplinary teams, developing processes of social/community education.

Content

Section 1. The theoretical and historical framework of Community cultural development

1.1. Cultural policies: art, local government and community

What is "cultural development". Popular culture, culture of classes. Culture and identity. The theory of social capital.

Current theories and practices of community development. Values. Religions.

Community cultural development and gender

Community cultural development and values. Humanism. The history of Community cultural development 

Dewey. Rudolf Steiner. Marxism and adult education

 1.2. Art, activism and social change

Athenaeums. The libertarian pedagogy. The Second Republic.

Vygotsky. Freire. Goodman. Ecology and counterculture.

Arts and Community cultural development in the last thirty years.

 

Block 2.  Practical dimension: performative education and Community cultural development projects

2.1. Communities of practice: experiences through art and culture

The practices of contemporary art and work with communities: art, aesthetics and politics; criticism of capitalism and the media; gender, body and difference (performance).

Strategies interpretation, criticism, creation and production in arts, drama, music, film and design.

Contemporary thought, cultural practice and political action: Deleuze, Virno, Lazzarato, Butler, Spivak, Anzaldúa.

Cultural pedagogies, identities, communities.

 2.2. Educational projects in art spaces and cultural centers

Participation and Community cultural development: construction of agency and empowerment of communities through art and culture.

Dialogic processes and practices in community cultural development projects.
Narratives, places and communities: museums and cultural centers, neighborhoods, associations, hospitals, prisons, networks ...

Documentation, exhibition and dissemination of Communitycultural development projects

The role of evaluation in the improvement and social transformation

Methodology

Sequence of the course

First, we will develop the first section (lectures and seminars), and the second section will be after (lectures and seminars).

In one way or another, the content of this course are connected with the subject "Fundamentals of Socio-education" and are to take into account for those students who wish to specialize in the socio-community aspects.

The sessions of Section 2 of this subject are based on research and experimentation with materials by students, which requires an investigation based on image documentation and recycling of materials for art and cutural practices. In addition, the methodology adopted for its successful development requires that students bring to the classroom materials for the realization of art and cultural activities. Teachers will recommend the most suitable material for planned activities, which will have a sustainable cost and can be shared among students. We will search for mechanisms to ensure that the student can have it in case he/she do not have the necessary resources.

Our teaching approach and assessment procedures may be altered if public health authorities impose new restrictions on public gatherings for COVID-19.

Activities

Title Hours ECTS Learning Outcomes
Type: Directed      
Directed activity (whole attendance grup and work in small groups or seminars) 45 1.8 1, 3, 8, 19, 20, 18, 5, 6, 9, 10, 14, 12, 11, 21
Type: Supervised      
Tutoring sessions and monitoring 30 1.2 2, 7, 15, 17
Type: Autonomous      
Autonomous work tasks, such as: preparation of written tests or oral, reading texts or individual or group work, etc. 75 3 9, 4, 13, 16

Assessment

Section 1. The theoretical and methodological foundations of DCC. Deepening conceptual and research 50%. The evaluation will be one week after the classroom activities. The exam will be fixed at the end of the first section (50%).

Section 2. Practical dimension: performative education and projects in DCC. Analysis and development of socio-educational community projects (50%). The students will deliver the group work and the individual statement at the end of the second section.

The descriptions of the work and activities will be provided in the syllabus.

To pass the course the student must have achieved at least 4 pt in the section, for the average. The students have the opportunity to recover what they have not passed in the recovery week stipulated by the UAB calendar.

Class attendance is mandatory: the student must attend at least 80% of classes, otherwise it will be considered non evaluable. This course assesses the active participation of the student as an important factor and this will affect the ratings of individual and group work.

The return of the different assessment activities will be at most 15 days after delivery. The copying or plagiarism will be cause for suspension of the subject.

One of the necessary criteria to pass this subject will be to show, throughout the course, that the student has developed some personal and social skills essentials to be a social educator: active participation in classes, responsibility and rigor in autonomous work, not judging, arguing, appropriate use of electronic devices (mobile, computer, etc.), critical thinking and behaviors that favor a friendly and positive environment, democratic and where differences are respected. The subject teacher will observe, document the sessions and write down evidence in relation to these personal and social skills of the students; and will be evaluated throughout the course.

It is also necessary that the student shows a good general communicative competence,both orally and in writing, and a good command of the language or languages that appear in the teaching guide.
The assessment will also focus on skills for cooperative and teamwork and will be gender sensitive.

Assessment Activities

Title Weighting Hours ECTS Learning Outcomes
Activities derived from the sessions (Section 1. Theoretical and historical frameworks of CCD) 20 % 0 0 1, 3, 8, 19, 20, 4, 15, 12
Individual work (Section 2. Practical dimension: performative education and CCD projects) 20 % 0 0 2, 19, 18, 5, 4, 13
Test (Section 1. Theoretical and historical frameworks of DCC) 30 % 0 0 19, 20, 9, 17, 11
Work in group (Section 2. Practical dimension: performative education and CDD projects) 30 % 0 0 7, 5, 6, 10, 14, 15, 16, 21

Bibliography

Anderson, T.; Gussak, D.; Hallmark, K.K. i Paul, A.(Eds.) (2010). Art Education for Social Justice. Reston A.V: NAEA.

Aragay, J. M. (2017). Les Arts Comunitàries des de l’Educació Social. L’experiència Basket Beat. Barcelona: Neret Edicions.Augé, M. (2010). La comunidad ilusoria. Barcelona: Gedisa.

Atkinson, D. (2011). Art, Equality and Learning. Pedagogies against the State. Rotterdam, Boston i Taipei: Sense Publishers.

Baraúna, T.; Motos, T.  (2009). De Freire a Boal. Pedagogía del Oprimido. Teatro del Oprimido. Ciudad Real: Ñaque Editora.

Berger, J. (2016). Modos de ver. Barcelona: Editorial Gustavo Gili. 

Blanco, P.; Carrillo, J.; Claramonte, J. i Expósito, M. (Eds.) (2001). Modos de hacer. Arte crítico, esfera pública y acción directa. Salamanca: Ediciones dela Universidad de Salamanca.

Brah, A. (2011). Cartografías de la diáspora. Identidades en cuestión. Madrid: Traficantes de sueños.

Casacuberta, D.; Rubio, N. i Serra, L. (Eds.) (2011). Acción cultural y desarrollo comunitario. Barcelona: Graó.

Greene, M. (2005). Liberar la imaginación. Ensayos sobre educación, arte y cambio social. Barcelona: Graó.

Giroux, H.A. (1997). Cruzando límites. Trabajadores culturales y políticas educativas. Barcelona: Paidós.

Hernández, F. (2007). Espigador@s de la cultura visual: Otra narrativa para la educación de las artes visuales. Barcelona: Octaedro.

Mayo, M. (2000). Cultures, Communities, Identities. Cultural Strategies for Participation and Empowerment. Hampshire: Palgrave.

Mayugo, C.; Pérez, X. i Ricart, M. (Coords.) (2004). Joves, creació i comunitat. Barcelona: Fundació Jaume Bofill, Finestra Oberta, 41.
Miller, T. i Yudice, G. (2004). Política cultural. Barcelona: Gedisa.

Morales, C. (2018). Lectura fácil. Barcelona: Anagrama.

Moreno, A. (2016). La mediación artística. Arte para la transformación social, la inclusión social y el dessarrollo comunitario. Barcelona: Edición Octaedro.

Pié Balaguer, A. (2009). Educació social i teoria queer. De l'alteritat o les dissidències pedagògiques. Barcelona: UOC.

Vercauteren, D.; Cabré, O.M. i Müller, T. (2010). Micropolíticas de los grupos. Para una ecologia de las prácticas colectivas. Madrid: Traficantes de sueños.

VV.AA. (2007). Pràctiques dialògiques. Interseccions entre Pedagogia crítica i Museologia crítica. Palma de Mallorca: Museu d’Art Modern es Baluard.

VV.AA. (2008). Producción cultural y prácticas instituyentes. Líneas de ruptura en la crítica institucional.Madrid: Traficantes de sueños.

VV.AA. (2017). Desbordar Barcelona. Un relat alternatiu de la Cultura a la ciutat (L'Observatori). Barcelona: Pol·len edicions (El Tinter SAL).