CAUWW SUMMER 2017 ACCREDITED COURSE

The courses are designed to provide for reflection and examination of students core beliefs and assumptions in the areas of cultural equity, advocacy and art for change as it relates to their realities, ideologies and assumptions.  Engaging with colleagues in similar areas with other working frameworks provide for critical analysis and exchanges to further enhance their praxis.  The exchange of information and knowledge is designed to motivate creative and innovative thought; while exploring possibilities for joint work and collaborations with community cultural advocates in Puerto Rico and other locations during the 2 week intensive courses and over time as work with mentors continues.

Each day will be divided between classroom sessions and site-based study in the afternoon. Classroom sessions will provide cultural, historical and policy contexts, while site-based study will afford practical experiential learning opportunities with established local community groups.

 

CAUWW SUMMER 2017 Accredited Course is divided in two classes:

  • The Right to Cultural Equity: The Community Arts Imperative? Credits per course: 3 credits *

This course brings together analysis of global contexts and local innovations to develop an understanding of a movement for cultural equity through advancing community arts. The continuous challenges posed by racial and cultural diversity within nations and globally insist upon the need for understanding how cultural issues of equity and inequity are addressed in varied locations and at the manner that communities generate forms of cultural expression and ways of life that affirm and express their values and sensibilities.  Understanding the global landscape necessitates an understanding of the global issues impacting cultural communities that are a reflection of public policy that determines the social status of varied communities ranging from cultural issues to economic opportunities.

The why and art of community cultural work are important to understand the art of meaning and intent that addresses issues and solutions.  These narratives have been marginal and/or excluded from the the traditional arts narrative from the perspective and voice of the culturally grounded communities that are  the articulators of their political and creative work.

 

  • Cultural Arts Policy and Advocacy/Activism in Puerto Rico and the Caribbean and other Global Cultural Movement? Credits per course: 3 credits *

The importance of cultural preservation through education and the arts is of paramount importance. Coursework will develop an understanding of community-based initiatives, varied narratives and organizational frameworks that assure the recognition of the heritage and legacies of cultural communities.  Included in this pursuit are new heightened levels of public discourse, awareness and involvement leading to significant policy changes. Special emphasis will be placed on the analysis of goals, strategies and outcomes of student involvements. A first-hand dialogue with Puerto Rican university students actively involved in raising issues of social, cultural and economic equity will be provided.

 

STUDENT ASSESSMENT

Participation is extremely important. All readings are to be done in a timely manner. Students are expected to bring assigned readings with them to every relevant class session. Participation includes: reading and understanding all readings and assignments; involvement in class discussions - asking questions, offering thoughtful insights and comments, responding to classmates? comments; completing site writing assignments on time; taking part in out-of-class discussions. Participation also includes being on time, engaging with speakers, following the University Code of Conduct and our class contract.

Your active participation will be considered by the quality of your discussion responses, listening as well as responding, reflecting, and being an engaged and active part of the class.

Students applying for the college credit or certificate options will submit a proposal for a project that they are/have been involved in (Option A) or join in a community-based project underway in Puerto Rico (Option B). These projects will allow students to exchange knowledge and analysis of their circumstances from a variety of perspectives, in effect creating a basis for equitable co-learning despite different levels of formal education. Students will present their project proposals to the group on the last day of class.

Projects will be further developed in consultation with a faculty advisor or community-based mentor once applicant is accepted to the program. Drawing from the applicant?s experience, the proposal should describe:

For students who will join an existing endeavor within Puerto Rico, descriptions of the sites and their work will be posted, and students can write a proposal describing why they are interested in a site and what they hope to contribute and take back to their own community.

The admissions committee will review these proposals and provide feedback to students that will help focus their projects. This might include suggested readings, documentation of similar efforts, contact with other students with related interests. It may be possible to assign a partner or buddy that students can collaborate with before, during and after their residency.During the residency, students will take their project proposal as a benchmark that they can use to reflect on how their views and understanding have changed, become more focused, or where they need to learn more. Students will keep a journal that includes notes on readings, classes, field notes, and general daily reflections on their progress. At the beginning, middle and end of the residency, students will make presentations on their projects, on what problems they face and how they intend to address them. Where possible, students should find a venue where they can deliver a version of their final presentation when they return home. They should continue to share their experiences with their partner and mentors, using blogs or wikis to create a network of peers and advisors, and post documentation of their work on the residency web site for prospective students to view and reflect upon.

 

CLASSES INSTRUCTED BY

Dr. Marta Moreno Vega

Dr. Maria Elba Torres

Dr. Sonia BasSheva Manjon


* The Inter American University of Puerto Rico is an institution accredited by The Middle States Commission on Higher Education and the Consejo de Educaci?n Superior de Puerto Rico (CES-PR). Each individual is fully responsible for confirming credits validation with the school of origin. Tuition and enrollment fees will apply.

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