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International Perspectives

It is important to address the key social and cultural theorisations around issues such as freedom, democracy, knowledge and instrumentalism that impact the university and its relationship with and to the arts. This book maps out various ways in which the arts and creative practices are manifest in contemporary university-based adult education work, be it the classroom, in research or in the community. It is divided into three sections that reflect the normative structure or 'three pillars' of the contemporary university: teaching, research and service. The focus is on a programme that stems from the university's mission and commitment to encouraging its graduates to become more engaged citizens, willing to think critically and creatively about issues of global import, social justice and inequality. The Storefront 101 course, a free University of Calgary literature course for 'non-traditional' adult learners, aims to involve students in active dialogic processes of learning and civic and cultural engagement. Using the concept of pop-up galleries, teacher education is discussed. The book contextualises the place and role of the arts in society, adult education, higher education and knowledge creation, and outlines current arts-based theories and methodologies. It provides examples of visual and performing arts practices to critically and creatively see, explore, represent, learn and discover the potential of the human aesthetic dimension in higher education teaching and research. A more holistic and organic approach to lifelong learning is facilitated by a 'knowing-through-doing' approach, which became foregrounded as a defining feature of this project.

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Darlene E. Clover and Kathy Sanford

pop-up galleries, Sarah Williamson and Christine Jarvis of the University of Huddersfield in the United Kingdom describe their work on ‘Teacher education and the pop-up art school’. These pop-up art schools provide opportunities for trainee teachers to work collaboratively to plan, design and organise large-scale, inspirational art-based community-learning activities for senior citizens, members of the public, arts’ enthusiasts, and children and their parents. Like Sanford and Mimick, Jarvis and Williamson provide in-depth descriptions of their collaborative

in Lifelong learning, the arts and community cultural engagement in the contemporary university