This book responds to the lack of Asian representation in creative cities literature. It aims to use the creative cities paradigm as part of a wider process involving first, a rapid de-industrialisation in Asia that has left a void for new development models, resulting in a popular uptake of cultural economies in Asian cities; and second, the congruence and conflicts of traditional and modern cultural values leading to a necessary re-interpretation and re-imagination of cities as places for cultural production and cultural consumption. Focusing on the ‘Asian century’, it seeks to recognise and highlight the rapid rise of these cities and how they have stepped up to the challenge of transforming and regenerating themselves. The book aims to re-define what it means to be an Asian creative city and generate more dialogue and new debate around different urban issues.

The Future of the City Centre: Global Perspectives debates future directions. It looks beyond the post-industrial, post-commercial, and post-retail city centres to examine differing visions of the future form and function of the urban core. This theme and the related sub-topics will assist the development of future city models and help to contextualise urban change. The in-depth research covers not only urban form and the re-use of the built heritage but also the provision for cultural events and different forms of entertainment that will offer vitality, together with visitors and responsible tourism. City authorities are starting to realise that structural changes are happening in city centres, as their influence is declining, and therefore new forms of governance will be needed. The book is based on an international research network hosting four symposia over 24 months. They took place in four cities in four different continents to encompass a world view of developed and developing countries. This book offers theoretical and practical perspectives from leading thinkers, academics, and practitioners, drawing on thematic issues explored across four international cities: Newcastle, UK; Newcastle, Australia; Pretoria-Tshwane, South Africa; and João Pessoa, Brazil. It draws on a wider set of global examples to reveal the shared issues and pressures being brought to bear on city centres and the diversity of responses being undertaken to ensure their long-term future. The book includes illustrations from cities around the world, and it is directed at academics, students, and professionals in architecture, planning, urban design, the built environment, geography, economics, sociology, and cultural studies.

This book is an upper-level student source book for contemporary approaches to media studies in Asia, which will appeal across a wide range of social sciences and humanities subjects including media and communication studies, Asian studies, cultural studies, sociology and anthropology. Drawing on a wide range of perspectives from media and communications, sociology, cultural studies, anthropology and Asian studies, it provides an empirically rich and stimulating tour of key areas of study. The book combines theoretical perspectives with grounded case studies in one up-to-date and accessible volume, going beyond the standard Euro-American view of the evolving and complex dynamics of the media today.

Examining cultural heritage within the context of democracy Cultural heritage is a powerful tool in society, capable of producing both social harms as well as social goods and benefits, which can be distributed unevenly via political channels. Reaching across disciplines and national boundaries, this volume examines cultural heritage work within the context of both democratic institutions and democratic practices, including participatory, deliberative, and direct democratic practices. Case studies highlight how democratic politics and cultural heritage shape, impact, and depend upon one another. The rising crisis of democracy across the globe brings these dynamics into sharp relief. The unfinished and fragile nature of democratic politics shines a spotlight on both its shortcomings and its aspirational potential. This is a paradox that heritage practitioners and stakeholders navigate daily, serving as both critics and collaborators of democracy. At the same time that heritage practice embraces participatory approaches, it must also address the challenge of reconciling multiple, often unequal, and frequently incompatible claims for control over heritage. Grappling with democracy’s crises also increasingly means recognizing the power of heritage to reinforce or undermine democracy. These essays ask: What are the democratic motives of heritage practice? Why do democracies need heritage? How do the social and cultural referents of heritage infuse democratic practices? Emphasizing the interplay of heritage and democracy in practices and institutions across scales of governance, Heritage and Democracy pinpoints a dynamic that has not been widely examined. Contributors: Stacey L. Camp | Jon D. Daehnke | Kasey Diserens Morgan | Rachel Ama Asaa Engmann | Dorothy Ann Engmann | Bobbie Foster Bhusari | Peter G. Gould | Erin A. Hogg | Kathryn Lafrenz Samuels | Magda E. Mankel | Chelsea H. Meloche | George P. Nicholas | Ellen J. Platts | Jasmine Reid | Paul A. Shackel | John R. Welch A volume in the series Cultural Heritage Studies, edited by Paul A. Shackel

Ho's book explores music education in China, and how creativity, education reforms, and social transformation can be enabled through music. The essential elements of music discussed include perception and creativity, sources and stimulation, and the integration of musical creativity in diverse cultures and participation. It focuses on three Chinese cities; Changsha and Hong Kong Special Administrative Region of China, which have creative industries, and Shijiazhuang, which has cultural industries. Readers will gain insights into the introduction of creativity into the Chinese education system through music, particularly during the pandemic. The author analyses official documents, selected music textbooks adopted by schools, questionnaire surveys, and in-depth interviews with both students and teachers. These interviews reveal the underbelly of the dilemmas of introducing creativity into schools through music education. The volume will be of interest to those keen to increase creativity in teaching through music, and researchers in the fields of creativity and music education. It will also interest students undertaking Chinese, teacher education, or music.

This book explores the complex, yet critical, relationship between technology and creativity, specifically in educational contexts. Creativity is important for success in today’s rapidly changing, radically contingent and hyperconnected world. This is even more relevant in the context of teaching and learning—where the psychological, sociological and cultural aspects of human learning confront the challenges of a rapidly changing, technologically saturated world. Written by some of the foremost thinkers and researchers in the area of creativity and/or technology, the chapters in this volume examine the impact of recent and future technologies on creativity, teaching and learning. Individually and collectively, they help us develop an understanding of this nexus of creativity and technology for education. They offer new perspectives on this rapidly evolving future—exploring issues, paradoxes, tensions, and points of interest for creativity and technology. They position these issues in ways that consider implications for thinking, learning, teaching, and education in general.

This book requires an interdisciplinary understanding of creativity, ideal for the formation of a digital public culture. Educating students, young professionals and future engineers is to develop their capacity for creativity. Can creativity be learned? With this question, the relations of technology and art appear in a new light. Especially the notion of "progress" takes on a new meaning and must be distinguished from innovation. The discussion of particular educational approaches, the exploration of digital technologies and the presentation of best practice examples conclude the book. University teachers show how the teaching of creativity reinforces the teaching of other subjects, especially foreign languages.