| Project Rationale and Principles |
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i. Rationale The goals of the project accord with the “operational principles” articulated in the White Paper “to promote the creation, teaching and dissemination of literature, oral history and story telling, music, dance, theatre, musical theatre, opera, photography, design, visual art and craft which fully reflect our diversity”. Further, the project is premised on the understanding that “education in arts, culture and heritage should embrace opportunities for making, performing and presenting as well as appreciating the many expressions of South African cultural heritage to realise the right of all South Africans to participate fully in, contribute to, and benefit from an all-inclusive South African culture”. A major need in arts, culture and heritage studies, to reflect the importance accorded it by the national Departments of Education and of Arts and Culture, is work of encyclopaedic scope on arts and culture in South Africa to provide reference material otherwise lacking on the subject, which can also be of use in schools. In summation, the project aims to (i) Challenge the construction of otherness that exponents of the dominant culture habitually indulge in; (ii) Debunk suppositions about the “deficit model” other cultures bring about and stress their contribution and creativity; (iii) Encourage celebration of difference and affirmation of diversity; (iv) Facilitate the emergence of aesthetic pluralism within a multicultural context and “a shared cultural identity constituted by diversity”; and (v) Promote integration of arts and culture into all aspects of socio-economic development. The project also aims to (a) recover, document and celebrate our unfolding culture of liberation; (b) define our collective, complex identity as a nation-in-the making; and thus (c) “contribute to … an all- inclusive South African culture” The project thus seeks to implant a fundamental and liberating paradigm shift such that the new South African man, woman and child brought about by the great historical transformation ushered by the democratic government after 1994 feels sufficiently empowered to stand cultural and racial stereotypes on their heads. The project seeks, ultimately, to contribute to the process of decolonising the minds of all South Africans and reintegrating them to their collective and cumulative culture, history and heritage. ii. Principles The following constitute some of the under-girding principles of the project:
The White Paper earlier cited further stipulates: "A fundamental prerequisite for democracy is the principle of freedom of expression. Rooted in freedom of expression and creative thought, the arts, culture and heritage have a vital role to play in development, nation building and sustaining our emerging democracy. They must be empowered to do so." The production of a critical mass of arts practitioners and educators is a key element in the promotion and development of sustainability. Crucial to the growth and sustainability of the arts, the White Paper affirms, is the development of skilled human resources. This includes educating and training: Arts and culture practitioners to create and produce works of art in the various disciplines; Educators to educate and train children, youth and adults in the arts and culture; and Administrators, curators and managers to organise and manage cultural institutions and projects. Lack of appropriate education and training limits beneficiaries of new arts, culture and heritage policies to the previously advantaged and thus militates against the attainment of government objectives "to develop policy which ensures the survival and development of all art forms and genres, cultural diversity with mutual respect and tolerance, heritage recognition and advancement, education in arts and culture, universal access to funding, equitable human resource development policies, [and] the promotion of literature and cultural industries". To turn round the legacy of colonialism, segregation and apartheid requires mounting capacity building programmes in schools and communities to impart the requisite skills among aspiring arts practitioners and educators particularly from under-represented groups: women, youth and blacks. Education in arts, culture and heritage promotes processes that invariably lead to artistic renewal and development. Such an education should embrace “opportunities for making, performing and presenting as well as appreciating the many expressions of South African cultural heritage to realise the right of all South Africans to participate fully in, contribute to, and benefit from an all- inclusive South African culture“. The White Paper elucidates further: “Education is part of culture, and culture is itself transmitted through education. Indeed, the curriculum has been described as ‘a selection from culture’. Previously education was used to deny the value of other cultures. This must not happen again.” Arts, culture and heritage education must entail an integrated developmental approach, leading to innovative, creative and critical thinking. The whole learning experience creates, within a safe learning environment, the means for shaping, challenging, affirming and exploring personal and social relationships and community identity. Experiencing the creative expression of different communities in a nation provides insights into the aspirations and values of the nation. This experience develops not only tolerance but also acceptance, provides a foundation for national reconciliation, and builds a sense of pride in a people's diverse cultural heritage. |