Since the late 1970s, European funding of the arts has been a feature of the mixed‐funding regime and support of a range of community arts, training, heritage and regeneration programmes in Member States. In the late 1980s, following widened membership and more direct policy engagement by the European Commission, regional development began to support increasing levels of investment in culture, notably heritage, cultural tourism and city regeneration through arts venues. Meanwhile the Commission's own culture programmes have focused on Cities of Culture, language and heritage projects.
However, the funding of culture through the various Structural Funds (although not categorised as such at either European, national and regional levels) has dwarfed that of the Culture Unit. No cultural policy or plan for this significant amount of investment in cultural facilities has been evident, and such programmes have largely bypassed national arts policy, being directed through regional and local authority economic development, tourism and regeneration departments.
Promotion of European ‘Common Culture’ was expounded in the Maastricht Treaty and, it is argued, these objectives have driven increased city‐regional autonomy. Notwithstanding difficulties in categorising grant data in cultural terms, this chapter measures the impact and distribution of such regional funding across beneficiary countries and within the eligible regions. A UK survey provides a regional breakdown of projects receiving support in the 1990s and European funding used as part of partnership funding (lottery, regeneration programmes). The chapter concludes that, while the funding of these cultural projects has been under‐estimated and ‘hidden’, its concentration in city arts and heritage venues raises questions for both European and national cultural policy: whether cultural investment has been of the right type, in the right place; or whether European common culture aspirations have ignored local and more culturally diverse opportunities. In short, whether form has followed funding. 相似文献
This article reports on a study that inquired into the journeys of sixteen Indigenous Australian athletes from their first touch of the footy to the Australian Football League (AFL) and National Rugby League (NRL) that identified two distinct stages of their journeys. These were: (1) the development of expertize and of a distinctly Aboriginal style of play from their first touch of a footy to around the age of thirteen and, (2) a process of cultural transitioning toward and into the AFL and NRL. This article takes an interdisciplinary approach to focus on the second stage of transitioning into the world of professional sport and sport as business. Identifying this as a process of cultural transitioning from local Aboriginal culture to the culture of professional sport provided insight into this transitioning process while illuminating the profound importance of culture in this process. It also helped identify the ways in which tensions between local approaches to ‘footy’ as play and cultural expression and professional sport as work, within the global culture of sport-as-business, were manifested in the challenges that the participants had to overcome. This article thus contributes to knowledge about Indigenous development of sporting expertize, of the specific challenges they face in transitioning into the global culture of commodified sport and how they succeed from a cultural perspective. 相似文献
At the beginning of the 2013/2014 season in England and Wales, 90 head coaches of the 92 men's national professional football league clubs and 20 of the 22 men's professional rugby union clubs had tenure as a professional elite player in their respective sports. Moreover, Rynne [(2014). ‘Fast track’ and ‘traditional path’ coaches: Affordances, agency and social capital. Sport, Education and Society, 19, 299–313] has claimed that many former elite athletes are ‘fast-tracked’ through formal accreditation structures into these high-performance coaching roles. The reasons why former elite athletes dominate head coaching roles in professional sports clubs and why a ‘fast-track’ pathway from elite athlete to high-performance coach is supported remain unclear. Thereby the present study sought to address this issue by investigating the basis for ‘fast-tracked’ head coaching appointments. Eight male directors of men's professional football and rugby union clubs in England were interviewed to examine how particular coaching skills and sources of knowledge were valorised. Drawing upon Bourdieu's conceptual framework, the results suggested that head coaching appointments were often based upon the perceived ability of head coaches gaining player ‘respect’. Experiences gained during earlier athletic careers were assumed to provide head coaches with the ability to develop practical sense and an elite sporting habitus commensurate with the requirements of the field of elite sports coaching. This included leadership and practical coaching skills to develop technical and tactical astuteness, from which, ‘respect’ could be quickly gained and maintained. The development of coaching skills was rarely associated with only formal coaching qualifications. The ‘fast-tracking’ of former athletes for high-performance coaching roles was promoted by directors to ensure the perpetuation of specific playing and coaching philosophies. Consequently, this may exclude groups from coaching roles in elite men's sport. The paper concludes by outlining how these findings might imply a disjuncture between the skills promoted during formal coaching qualifications and the expectations club directors have of elite coaches in these sports. 相似文献
The current attacks upon traditional evaluation procedures have motivated seatches for nonbiased testing procedures. Recent advances in computer technology, combined with research findings on electrophysiological (EEG) correlates of brain function, suggest that the large scale use of various computer scored EEG measures in evaluation of children with school learning problems soon may become feasible. The nature of the EEG and of the averaged evoked potential is described, and research relating these to learning disabilities is reviewed. Special attention is given to the Neurometric Test Battery developed by E. Roy John. Implications of electrophysiological measures for the field of school psychology are speculated upon. 相似文献