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Is your library so engaged in keeping current with technology that it has overlooked bringing the arts into the community? Collaboration with community arts organizations can be a key factor in the success of cultural programming in libraries. Learn about noteworthy and successful programs serving diverse communities and populations, to get ideas for your own environment. Using a library's facilities to bring arts to the community is a wonderful marketing and outreach opportunity, a tangible way to show the public that libraries offer value, thus shoring up grassroots support. Editor Smallwood has combed the country finding examples of programs implemented by a variety of different types of libraries to enrich, educate, and entertain patrons through the arts.

This book moves the discussion of affirmative action beyond the United States to other countries that have had similar policies, often for a longer time than Americans have. It also moves the discussion beyond the theories, principles, and laws that have been so often debated to the actual empirical consequences of affirmative action in the United States and in India, Nigeria, Malaysia, Sri Lanka, and other countries. Both common patterns and national differences are examined. Much of what emerges from a factual examination of these policies flatly contradicts much of what was expected and much of what has been claimed.

During the Cold War, thousands of musicians from the United States traveled the world, sponsored by the U.S. State Department’s Cultural Presentations program. Performances of music in many styles—classical, rock ’n’ roll, folk, blues, and jazz—competed with those by traveling Soviet and mainland Chinese artists, enhancing the prestige of American culture. These concerts offered audiences around the world evidence of America’s improving race relations, excellent musicianship, and generosity toward other peoples. Through personal contacts and the media, musical diplomacy also created subtle musical, social, and political relationships on a global scale. Although born of state-sponsored tours often conceived as propaganda ventures, these relationships were in themselves great diplomatic achievements and constituted the essence of America’s soft power. Using archival documents and newly collected oral histories, Danielle Fosler-Lussier shows that musical diplomacy had vastly different meanings for its various participants, including government officials, musicians, concert promoters, and audiences. Through the stories of musicians from Louis Armstrong and Marian Anderson to orchestras and college choirs, Fosler-Lussier deftly explores the value and consequences of \"musical diplomacy.\"

In Exercises for Rebel Artists, Guillermo Gomez-Pena and Roberto Sifuentes use their extensive teaching and performance experience with La Pocha Nostra to help students and practitioners to create 'border art'. Designed to take readers right into the heart of radical performance, the authors use a series of crucial practical exercises, honed in workshops worldwide, to help create challenging theatre which transcends the boundaries of nation, gender, and racial identity. The book features: Detailed exercises for using Pocha Nostra methods in workshops Inspirational approaches for anyone creating, producing or teaching radical performance A step-by-step guide for large-scale group performance New, unpublished photos of the Pocha Nostra method in practice Exercises for Rebel Artists advocates teaching as an important form of activism and as an extension of the performance aesthetic. It is an essential text for anyone who wants to learn how use performance to both challenge and change.

Schools are expected and challenged to achieve student outcomes commensurate with the abilities of all students, but few are capable of this. This book demonstrates that present school structures and processes need to be redesigned, and suggests ways of reforming schools to enhance student outcomes. The author suggests that a holistic approach that integrates all facets of school life - learning, teaching, curriculum, school structures, resources, leadership and management - is needed. A practical and coherent model is used, underpinned by research evidence of what works and how practitioners can apply best practice to improvements for student outcomes. Clive Dimmock is Associate Professor specializing in Educational Administration and Policy at the Chinese University of Hong Kong and at The University of Western Australia, Perth. He has also undertaken consultancy work in Hong Kong, Brunei, Cyprus, Australia, the UK and US.

THE MOST COMMON CONCEPT OF SUCCESS IN CULTURAL PROGRAMMES IS COLOURED BY DIEHARD RATIONAL ECONOMIC NARRATIVES. PLANNING AND IMPLEMENTATION PROCESSES, HOWEVER, HAPPEN WITHIN A SET OF INSTITUTIONS THAT GUIDE THE ACTIONS OF AGENTS WITH SOMETIMES CONFLICTING INTERESTS. IN SOME CASES, THE PURPOSE OF THE PROGRAMME COULD BE DEFINING THESE RULES AND ALLOWING ACCESS TO NEW AGENTS. THIS IS THE CASE IN CULTURAL PARTICIPATION PROJECTS THAT ADDRESS COMPLEX SOCIAL AND ECONOMIC DILEMMAS. IN THIS PAPER, WE REFLECT ON OUR EXPERIENCES AS BOTH DESIGNERS AND EVALUATORS OF PANAMA’S 500-YEAR FUND, AN INITIATIVE TO COMMEMORATE THE FOUNDATION OF PANAMA CITY IN 1519. WE EXPLORE HOW THE EXISTING INSTITUTIONS AND AGENTS IN PANAMA CITY’S CULTURAL SECTOR CAME INTO CONTACT WITH PROFESSIONALS DEALING WITH ECONOMIC AND SOCIAL ISSUES, AND COMMUNITY PARTICIPANTS. WE ARGUE THAT THERE WAS A SYMBOLIC IMPLEMENTATION OF THIS FUND. THIS FACILITATED A RESOURCE-INTENSIVE PROCESS TO REDUCE AMBIGUITY ABOUT GOALS AND WAYS OF WORKING.

This book traces the history of UNESCO from its foundational idealism to its current stature as the preeminent international organization for science, education, and culture, building a well rounded understanding of this important organization. The book: provides an overview of the organization and its institutional architecture in the context of its humanistic idealism details the subsequent challenges UNESCO faced through cold war and power politics, global dependence and interdependence, and the rise of identity and culture in global politics analyses the functioning of UNESCO administration, finance, and its various constituencies including the secretariat, member-states, and civil society explores the major controversies and issues underlying the initiatives in education, sciences, culture and communication examines the current agenda and future challenges through three major issues in UNESCO: Education or All, digital divide issues, and norms on cultural diversity assesses the role of UNESCO in making norms in complex world of multiple actors and intersecting issue-areas. Reflecting on UNESCO’s vision, its everyday practices, and future challenges; this work is an essential resource for students and scholars of international relations and international organizations. J. P. Singh is Associate Professor at the graduate program in Communication, Culture and Technology at Georgetown University. He is the author of Globalized Arts: The Entertainment Economy and Cultural Identity (New York: Columbia University Press, 2010); International Cultural Policies and Power (Basingstoke, UK: Palgrave Macmillan, 2010); Negotiation and the Global Information Economy (Cambridge: Cambridge University Press, 2008); with James N. Rosenau, Information Technologies and Global Politics (Albany, NY: State University of New York Press, 2002); and Leapfrogging Development? The Political Economy of Telecommunications Restructuring (Albany, NY: State University of New York Press, 1999). 1. UNESCO's Organizational History and Structure 2. Prioritizing Education 3. Making Science 4. The Prominence of Culture 5. Debating Global Communication Orders 6. Reflections and Possibilities

For years, students in the United States have lagged behind students in many other countries on such measures of achievement as the PISA and TIMSS assessments. In an increasingly globalized world, such a gap is worrisome. Armed with statistics, examples, and cautionary tales from Scandinavia to Japan, James H. Stronge and Xianxuan Xu have written a book that can help educators better prepare students and close that gap.In What Makes a World-Class School and How We Can Get There, you will find:Careful analysis of recent international assessment results-what they mean and what can be done to improve them.In-depth profiles of high-achieving education systems around the globe-their histories, their lessons learned, and what they can teach educators and policymakers in the United States.Strategies for aligning successful educational approaches from international systems to U.S. schools-which strategies to use, in which subjects, and with which students.Transformative ideas for cultivating a truly world-class system of schooling-both simple and complex ways to raise the bar for all students, no matter what their background.Educators in every country must ensure that their students are as prepared as possible to lead a future generation of citizens. This thought-provoking and copiously researched book provides educators with a blueprint for radical improvement based on the hard-learned experiences of their peers around the world.