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Research led by Paul Basu at UCL has explored cultural heritage in post-conflict development in Sierra Leone. The 2009-12 Reanimating Cultural Heritage project (RCH) has engaged in a sustained programme of outreach, advocacy, and capacity building in Sierra Leone's cultural and educational sectors. With partners in the UK and Sierra Leone, it has developed an innovative digital resource connecting diasporas of museum objects, images and sounds with diasporas of people, and provides new access to collections. RCH has contributed to the reanimation of Sierra Leone's National Museum and has mobilised cultural heritage as a wider social resource.
International collaborations are now core features of higher education and international business, yet their intercultural aspects are frequently overlooked. The roll-out of global initiatives is less easily matched by the development of "global people" — people who can function effectively in culturally diverse contexts. In order to address this challenge, Spencer-Oatey and colleagues have been researching the nature of this competence and applying their insights to the development of training resources. These resources have been accessed by large numbers of professionals and practitioners throughout the world, helping them grow in intercultural understanding, adapt their behaviour, and apply their insights to training others.
Five historic Blackfoot First Nations hide shirts held in the Pitt Rivers Museum (PRM) since 1893 were lent to two museums in Alberta, Canada, to promote cross-cultural exchange of knowledge. Under historic assimilation policies (1885-1970), most heritage objects had been removed from Blackfoot communities to museums, contributing to the destabilization of Blackfoot cultural identity and poor mental and physical health typical of indigenous populations. For the first time in a century over 500 Blackfoot people were able to handle objects made before the assimilation era. This provoked the sharing of cultural knowledge within the Blackfoot community, led to improved self-esteem, and intensified interest and pride in cultural identity. In exchange, Blackfoot people shared cultural knowledge about the shirts with museum professionals from all UK museums with significant Blackfoot collections, trained them in new approaches to museology, and co-curated exhibitions sharing Blackfoot perspectives in Alberta and Oxford reaching over 50,000 people.
The `Northern Spirit` research project entailed the co-production of a new gallery about the visual culture, histories and identities of North-East England at the Laing Art Gallery, Newcastle, the region's foremost public historical art gallery. The project generated a range of impacts across the local and national cultural, social and policy spheres:
Research by Martin & Griffiths has had an impact on public and professional understanding of donor-recipient relationships and neo-colonial power structures in global education partnerships and has fostered understanding of global partnerships and study visits as sites for intercultural, transformative learning. Specifically, it has had impact by:
Professor Christopher Bannerman conceived this large-scale project as an extension of the ResCen mission to connect academia more intimately with the arts profession. The project promotes international communication and understanding between the UK, China and Taiwan linking Middlesex University with the Beijing Dance Academy (BDA), China National Academy for Arts Research (CNAAR) and Taipei National University of the Arts (TNUA), amongst others. Through collaborative dance-making between choreographers and dancers from these countries, artists exchange perspectives and artistic and cultural paradigms, and present work to international audiences. In China and Taiwan, this develops platforms for experimenting with European artistic methods, and in the UK, it raises the profile of East Asian dance, art and culture, where these endeavours have been under-represented. Through online forums, discussions, seminars and conferences, the project opens dialogue about encounters with, and understandings of, the other. The project achieves reach and significance in conversation with policy-makers and producers in three sectors beyond HE: arts professional practice, cultural policy, and civil society. At its first stage the project was named Danscross, evolving into Artscross as further partners were involved. The project has taken the form of a series of intensive workshop/performance periods including discussion groups, lectures and symposia, linked by ongoing communication and exchange. Danscross 2009 and ArtsCross 2012 took place in Beijing, and ArtsCross 2011 and 2013 in Taipei and London respectively. See an overview published in Arts Professional (Bannerman 2013): http://www.artsprofessional.co.uk/magazine/268/article/bringing-it-all-back-home.
DU researchers have delivered their innovative model of participatory action research (PAR) with Tyne and Wear Archives and Museums Service (TWAM, a major regional museum service in the North east, comprising seven museums and galleries) to further social inclusion and deepen participation from socially marginalised groups. Research findings have led to: (1) enhanced income generation for TWAM, with bids citing DU research bringing in more than £0.5m at a time of shrinking resource for the museum sector; (2) the development of a major new museum gallery, which opened in July 2013; and (3) changes to professional practice consequent upon intensifying the practice of participatory working within TWAM.
Irit Rogoff has shaped the emergence of an `educational turn' in the arts and humanities, arguing that contemporary artwork, together with its institutions and social platforms, transforms education practices in non-academic arenas such as museums, theatres, bookshops, art academies, and social and political occupations. This work started at the moment in which both the Bologna accord and neo-liberal impacts on education began pulling towards the professionalisation and homogenisation of Higher Education culture. All of the projects elaborated within this case study have aimed to expand the understanding of how cultural actors become educational stakeholders.
Rogoff's theoretical and curatorial research has taken diverse forms including scholarly publications, exhibitions and social forums, and she has brought these issues to audiences from the arts and public organisations beyond the university sector through advisory roles, public speaking, and social organising. Following numerous publications, exhibitions, and events, she founded freethought, an experimental platform for pedagogy, research and production. Launched in 2012 at the Austrian arts festival, Steirischer Herbst, freethought has subsequently developed a core project on `infrastructure' launched at Berlin's House of World Cultures in 2013. Her published research, exhibitions, and public forums have been widely influential in debates on education in the public sphere, as evidenced for example by her involvement as a funded partner in the establishment of a freethought laboratory in South Korea's new Asia Cultural Complex.
Buddhists and non-Buddhists across the world, educators, students and chaplains are among those who have benefited personally, academically and professionally from the imaginative dissemination of Bristol's pioneering research into Buddhist Death Rituals in Southeast Asia and China. Exhibitions, talks, printed and online learning materials, image archives and websites have all been brought into play. These multiple approaches to the sharing of new knowledge have led to beneficial impacts on a wide variety of individuals, from schoolchildren on the brink of adulthood to people receiving comfort on their deathbed.
Holliday's research is at the core of paradigm change in intercultural communication. For this reason it has provided a conceptual underpinning for the design and writing of the new syllabus for English language teacher education proposed by the Chinese National Institute of Education Sciences. Holliday was invited to use his research to write the part of this syllabus which describes teacher knowledge and methodology necessary for recognising the cultural contribution of school students in learning English.
This research has also increased the intercultural awareness of English language educators in Asia and Central America through a range of seminars, workshops and internet material, and has produced a textbook which has carried this awareness to university students in the humanities and social sciences in a range of countries.