Abstract
This chapter lays out the broader contexts from which collaboration comes to the foreground at this time and sounds a number of cautions against the collaborative turn as evidenced in the 21st Century Skills, new Finnish National Curriculum Framework, and cultural industries. Collaboration’s promotion is due to post-Fordist labor models and the rise of network structures. Within this nexus, collaboration maintains a democratic aura of a horizontal, decentralized platform for learning and creating that resists and subverts more restrictive vertical power structures. To flesh out these movements, I consider the model of project work within post-Fordist labor along with precarious, post-studio practices associated with the cultural and creative industries. I assert an appeal for the autonomy of collaboration within art education apart from entrepreneurial ends.
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Notes
- 1.
The January/February 2016 issue of the Harvard Business Review titled Collaborative Overload may serve as another indicator.
- 2.
See Chap. 7 of this book for a more extensive discussion of creative destruction.
- 3.
Sahlberg (2015c) maintains that Finland stands as “a countervailing force against the Global Education Reform Movement that is driving school systems around the world, the Finnish Way reveals that creative curricula, autonomous teachers, courageous leadership, and high performance go together” (p. 204).
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Kalin, N.M. (2018). (Neoliberalized) Collaborative Turn and Art Education. In: The Neoliberalization of Creativity Education. Creativity, Education and the Arts. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-71525-4_6
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