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• W255175319 abstract "Putting the Academy in its Place David Scobey There has been much lamentation recently about the disengagement of academic work from public life in the U.S., a disengagement that seems especially corrosive in the arts, humanities and design. Many schol- ars, artists and cultural advocates have decried the costs of that divide to both civic discourse and higher education, and they have called for efforts to bridge it through experiments in ped- agogy, research, design and creative work. [1] This article describes one such experiment, the University of Michi- gan’s Arts of Citizenship program. Arts of Citizenship seeks to enlist uni- versity-based artists, humanists and designers in collaborative community projects and to explore what differ- ence such public work can make for scholarship, teaching and creative expression. In so doing, I will argue, it is also an experiment in place-making, for to engage the American academy in the work of co-creating public cul- ture is to ask what sort of place a uni- versity should be, what sort of places it can help to make and what place it inhabits in the larger community. Exploring Broadway Park Let me start with a small story: a joint field trip to Broadway Park two years ago by Professor Bob Grese’s first-year landscape architecture studio and Mary Van Alstyne’s first- and second-grade class from Bach Elementary School. Broadway Park is a three-acre, triangular meadow near the university; it sits wedged between the Huron River, the old rail depot (now a fancy restaurant) and two bridges that cross the railway and the river and connect the city’s down- town and north side. To most Ann Arborites, the park is invisible, used almost exclusively by local fishermen (mainly African-American) and home- less squatters. The design students had been asked to redesign the park as a child- centered space; Van Alstyne’s students were, in effect, their clients. Multi-age teams explored the site, the young- sters noting what they liked best and what they saw the park becoming. Not surprisingly, they gravitated to spots that the adults found dangerous: cut-throughs to the tracks, boulders on the river’s edge, the wooded cor- ners of the park. And in most of these places, they found the traces of home- less people: shirts hanging from branches, a coffee mug on a stump, a mattress in a clearing. The people who lived in the park by night were on the streets or at work. Van Alstyne’s students tried to make sense of these belongings, sometimes in uncanny and disquieting ways: “This must be a place where poor people live.” “Somebody must have died and left these here.” “No, this is where people leave their clothes when they go to the store to buy new ones.” “A place where people leave their clothes when they’ve bought new ones”—I will return to that comment later. But first let me suggest how it connects to the broader theme of civic engagement. The field trip was part of Students On Site, an Arts of Citizen- ship project that brings together uni- versity and K-12 educators to create community-based curricula in local history, writing, landscape design and environmental education. [2] These teaching partnerships are, in turn, linked with a public works initiative: the city of Ann Arbor is rebuilding the adjacent bridges and has asked Arts of Citizenship to propose opportunities for public art, outdoor exhibits and landscape redesign in and around the bridge site. The opportunities are rich. The bridge neighborhood is the historic core of Ann Arbor’s rail and river cor- ridor, the heart of its black and Places 14.3 German-American settlements and its original mill district. Broadway Park is, in effect, the crossroads for all the histories of Ann Arbor that are not the University’s—histories that, like the park itself, are often as invisible as they are central. Thus the field trip was part of an omnibus, multi-genera- tional project that integrated research into teaching about, and reshaping a local place—a place of rich and rela- tively untapped community meaning. Civic Engagement and Disengagement Students On Site reflects some- thing of the zeitgeist of American higher education. Calls for civic engagement are a current staple of academic conferences, national reports and foundation programs. Arts of Citizenship was founded four years ago out of the impulse to meld intellectual exploration with public work—or, rather, to transplant that impulse into the arts and humanities. [3] Community work is more frequently practiced and more highly valued in the policy-based social sciences and the helping professions than in the liberal arts. For all the rich scholarship on popular and public culture in recent years, humanists still tend to envision research as a lonely encounter with the archive and teach- ing as a sedentary conversation cen- tered on a teacher-authorized text. In contrast, Arts of Citizenship has sought to develop a model of intellec- tual work centered on the collabora- tive project, a model that brings together faculty, students, staff and community partners to co-define and co-create public goods. Along with the Students On Site partnerships, we work with museums, performance troupes, youth groups, grass-roots associations and community centers to make exhibits, websites, drama, public art and other cultural resources." @default.
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• W255175319 date "2002-06-01" @default.
• W255175319 modified "2023-09-24" @default.
• W255175319 title "Putting the Academy in its Place" @default.
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