The Young Researchers Conference On Cultural Policy And Cultural Diplomacy 21 22 August 2020

We were in the mids of 2019 when we decided to organize a young researchers conference as the most important transnational event, subsequent to the inauguration of the UNESCO Chair of Culture Policy and Cultural Diplomacy of Istanbul Bilgi University established in 2018, held together with the chairs working in the same field. While deciding on the method, content, and form of participation of the conference we consulted with UNESCO chairs, with which we have been in cooperation for a long time. As a result, we decided to invite “young” researchers who are in the early stages of their academic career, irrespective of their age, and who have had their master’s degree and/or conducting doctoral studies. Our purpose was to ensure that they would start a dialogue with their colleagues in similar statuses and benefit from the comments of reviewers having experience in the profession, through the assessment of their presentations. We wished the conference that we planned to last two days to address the main themes of cultural policy. Hence, we projected holding of five sessions on the themes of “Culture as Agent in International Relations,” “Managing and Sharing Cultural Heritage,” “Cities: New Actors of Cultural Policy,” “Cultural Industries: Film as a Case,” and “Culture and Arts in all Their Forms.” Our call for applications has been welcomed with considerable interest. At that time, another thing happened as well. We wanted those young researchers would meet face-to-face, get to know each other, and exchange their views outside of the conference. However, the pandemic broke out and we were faced with the choices of postponing the conference or acknowledging to hold it online, due to travel prohibitions and lockdowns. As a result, the second alternative prevailed to maintain the excitement of the studies of the researchers. Our conference was held online, while Covid-19 was reigning with all its severity, on 21-22 August 2020. At the conference, papers of a total of eighteen researchers in charge at universities or working professionally in the sector in four continents took place. The fact that almost all of the researchers included the original features of the practice, which emerged from the theoretical literature in different subfields of cultural policy, but which they followed closely or were a part of directly, in their analyzes, was attention inviting. At the same time, it was possible to see in the presentations the traces of the (mostly negative) impacts of the international political environment, which continues with tensions, hot or cold conflicts, and inequalities, in addition to the oppressive political environment prevailing in the countries of today, on cultural policy. On the other hand, the lack of presentation and discussion of enough examples concerning cultural policies at the city scale was noteworthy. However, the quest of the young ones working in these disciplines, for new concepts and different methodological approaches, was extremely clear.

This book considers both Koreas - North Korea and South Korea - to examine possible pathways for the years leading up to 2032 and beyond, thus offering a composite picture of Korea and its strategic relevance in Asia and the world at large. Through a combined South-North Olympic team and an effort of jointly hosting the Games, Republic of Korea president Moon Jae-in has marked the year 2032 as special in the future of the Korean Peninsula. Although the International Olympic Committee (IOC) has expressed scepticism about a combined hosting of the Games, the expectation in Korea is that this event will underline the shared destiny of the people inhabiting the peninsula and realign two states still caught in an ideologically fraught civil conflict that is one of the last vestiges of the Cold War. Chapters begin with a brief historical review and analysis of the present, before moving to consider how these will shape the next decade, drawing comparative and complementary analyses. No matter how contrasting the contemporary trajectories of both North and South Korea might appear, ‘Korea’ as a singular entity is an old concept still containing great possibilities. As the ongoing inter-Korean reconciliation process underscores, the futures of North and South Korea can be found in a complementary singular Korea, which would again represent an important political, strategic, cultural, and social space in Asia. An evaluation of the future trajectory, social awareness and perception of the Koreas, this book offers a valuable contribution to the study of North and South Korea and Asian Politics.

Specifically designed for use in a range of undergraduate and graduate courses, while reaching specialists and general readers, this second edition of Introducing Japanese Popular Culture is a comprehensive textbook offering an up-to-date overview of a wide variety of media forms. It uses particular case studies as a way into examining the broader themes in Japanese culture and provides a thorough analysis of the historical and contemporary trends that have shaped artistic production, as well as politics, society, and economics. As a result, more than being a time capsule of influential trends, this book teaches enduring lessons about how popular culture reflects the societies that produce and consume it. With contributions from an international team of scholars, representing a range of disciplines from history and anthropology to art history and media studies, the book covers: Characters Television Videogames Fan media and technology Music Popular cinema Anime Manga Spectacles and competitions Sites of popular culture Fashion Contemporary art. Written in an accessible style with ample description and analysis, this textbook is essential reading for students of Japanese culture and society, Asian media and popular culture, globalization, and Asian Studies in general. It is a go-to handbook for interested readers and a compendium for scholars.

Many teens today who use the Internet are actively involved in participatory cultures—joining online communities (Facebook, message boards, game clans), producing creative work in new forms (digital sampling, modding, fan videomaking, fan fiction), working in teams to complete tasks and develop new knowledge (as in Wikipedia), and shaping the flow of media (as in blogging or podcasting). A growing body of scholarship suggests potential benefits of these activities, including opportunities for peer-to-peer learning, development of skills useful in the modern workplace, and a more empowered conception of citizenship. Some argue that young people pick up these key skills and competencies on their own by interacting with popular culture; but the problems of unequal access, lack of media transparency, and the breakdown of traditional forms of socialization and professional training suggest a role for policy and pedagogical intervention. This report aims to shift the conversation about the "digital divide" from questions about access to technology to questions about access to opportunities for involvement in participatory culture and how to provide all young people with the chance to develop the cultural competencies and social skills needed. Fostering these skills, the authors argue, requires a systemic approach to media education; schools, afterschool programs, and parents all have distinctive roles to play. The John D. and Catherine T. MacArthur Foundation Reports on Digital Media and Learning

After 9/11, which triggered a global debate on public diplomacy, 'PD' has become an issue in most countries. This book joins the debate. Experts from different countries and from a variety of fields analyze the theory and practice of public diplomacy. They also evaluate how public diplomacy can be successfully used to support foreign policy.

This volume examines the history and current state of Canadian studies in a number of countries and regions across the world, including Canada's major trading partners. From the mid-1980s until 2012, Canadian studies was seen as an important tool of soft power, increasing awareness of Canadian culture, institutions and history. The abrupt termination in 2012 of the Canadian government's financial support for these activities triggered a debate that is still ongoing about the benefits that may have flowed from this support and whether the decision should be reversed. The contributors to this book focus on the process whereby Canadian studies became institutionalized in their respective countries and on the balance between what might be described as Canadian studies for its own sake versus Canadian studies as a deliberate instrument of cultural diplomacy.

What is education for an unknowable future? In Educating for Durable Solutions, Christine Monaghan explores how refugees and policymakers have answered this question over time by reconstructing the contemporary history of education in Kenya's Dadaab and Kakuma refugee camps. Through oral histories and archival research, Monaghan shows how, since the founding of both camps in 1991, refugees and policymakers have conceptualized, developed, implemented and changed refugee education programs. She also shows why and how, despite these changes, real challenges persist in refugee education in Dadaab, Kakuma, and other camps throughout the world; these include high numbers of out-of-school children and youth, high student to teacher ratios, unpredictable funding, and persistent questions regarding what refugee education is for. The author shifts focus from debates over the impacts of specific policies and programs and explores instead how and why different policies and programs were implemented whether they led to meaningful changes in the long-standing challenges of refugee education. She finds that when and where real changes occurred, individuals or small groups of refugees and policymakers acted with tremendous agency and as tireless advocates.