Deindustrialisation, Culture and Education Strategies: A Case-Study of Tate Liverpool’s Youth-Programme

By Rafaela Ganga.

Published by The Learner Collection

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Article: Print $US10.00
Article: Electronic $US5.00

At the beginning of the 21st century post-industrial cities, such as Liverpool, were applying art-led models of urban regeneration in the hope of initiating a transition to a knowledge-based society (Harvey 1989; 2001). This process, as one can imagine, has faced strong opposition and resistance from various quarters. This paper discusses the role that an educational strategy plays in the placement of a contemporary art gallery in a post-industrial city. Focusing on the Tate Liverpool’s youth programme, the Young Tate, the strategies required to firmly establish a Tate Gallery in Liverpool are considered, as well as how these strategies should recognise and incorporate the city’s specific social and economic challenges. This discussion is based on the preliminary results of an ongoing ethnographic research project focused on European cultural policies and educational dynamics. The ethnographic study covers three educational departments of contemporary art galleries located in several European Capitals of Culture – the Tate Gallery in Liverpool (2008), the Contemporary Art Centre in Vilnius (2009) and the Fundação de Serralves in Porto (2001). Based on a comprehensive and critical perspective, we analyse how common European policies are translated into different non-school educational proposals by those galleries. Taking into account the specific social, political and economic contexts of each city, the different educational assumptions, models and concepts of each cultural institution are analysed.

Keywords: Art-led Urban Regeneration, Art Education, Non-formal Education, Peer-leadership

The International Journal of Learning, Volume 16, Issue 9, pp.481-494. Article: Print (Spiral Bound). Article: Electronic (PDF File; 1.288MB).

Dr. Rafaela Ganga

Ph.D. Student, Institute of Sociology, Department of Sociology, Institute of Sociology, Faculty of Arts, University of Porto (ISFLUP), Porto, Portugal

Rafaela Ganga is a Ph.D. candidate in Sociology - Inequalities, Culture and Territory at the Faculty of Arts of the University of Porto and a researcher at the Institute of Sociology at the same Univesity. She has been working as lecture for undergraduate students, curriculum writer and educational consultant for Porto Deaf People’s Association and Casa da Música. For the last five years she has been involved in several research projects based around the social-pedagogical policies and practices of non-formal and informal educational contexts. Her research interests include sociology of culture, sociology of education and qualitative methodology. Issues of cultural globalization, public policies, urban regeneration, museum and gallery education and European construction have been topics she also has been developing.

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