Educating for Cultural Citizenship

• In Event: 66.061 - Cultural Production and Participatory Politics: Practices, Intersections, and Pedagogies

Abstract

This paper seeks to deepen Westheimer & Kahne’s (2004) typology of civic education programs by putting it in dialogue with concepts of cultural citizenship (Rosaldo, 1994), and cultural democracy (Evrard, 1997). The paper is rooted in the idea, put forward in the International Declaration of Human Rights, that “everyone has the right freely to participate in the cultural life of the community.” Yet it also takes into account that, in a democratic sense, “participation” means more than simply taking part in state-sanctioned political structures. It is about all efforts to “exert both voice and influence on issues of public concern” (Cohen & Kahne, 2012, p. vi). Similarly, participating in the cultural life of the community must mean more than attending concerts or visiting museums. It must include the opportunity and ability to be a cultural producer — to exert voice in cultural debate, and to take part consciously and critically in the ongoing production of culture. This need is particularly pressing given the interrelationship between culture and politics, and the integral role of cultural change in fostering political change (Collins, 2009).

This paper calls on both arts educators and civic educators to consider how to support young people in becoming cultural citizens. Using Westheimer and Kahne’s (2004) typology, and drawing on examples from arts education and civic engagement, the paper posits that educational initiatives promote different visions of cultural citizenship: personally-responsible cultural citizens, participatory cultural citizens, and justice-oriented cultural citizens. Focusing on the last one, justice-oriented cultural citizenship will be illustrated through data from an ethnographic study of a youth organizing group that trains young artists as “cultural organizers” who can use their art to support justice in their communities.

Author

• Paul Kuttner, University of Utah