Responding to crises: constructing a response through organizational change

Q1 Arts and Humanities

Arts Education Policy Review Pub Date : 2020-11-19 DOI:10.1080/10632913.2020.1844832

J. Poulin

引用次数: 4

Abstract

Abstract As the COVID-19 crisis exposed inequities in civic, funding, and programmatic policies – often grounded in systemic oppression and White Supremacy – community based, youth-focused organizations, such as Creative Youth Development (CYD) programs, were catapulted into unplanned changes in order to survive. In this tumultuous environment, organizations had to struggle, innovate, and revolutionize their practices, oftentimes without being able to properly reflect or predict consequences. This paper explores what the pandemic and its unspooling consequences are teaching us about what we need in a framework for thinking about organizational change and adaptation in times of crisis. Specifically, the author discusses how earlier frameworks need to expand to include: organizational development, distributed leadership, and growth mindset. The article concludes with a set of provocations derived from community-based conversations with organizational leaders as they innovated their practices in the difficult months of March and April 2020.

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应对危机:通过组织变革构建应对措施

随着2019冠状病毒肺炎危机暴露出公民、资金和项目政策方面的不平等——这些政策往往以系统性压迫和白人至上主义为基础——以社区为基础、以青年为重点的组织，如创意青年发展(CYD)项目，为了生存而陷入了计划外的变革。在这个混乱的环境中，组织不得不斗争、创新和革新他们的实践，常常不能正确地反映或预测结果。本文探讨了大流行及其蔓延的后果教给我们的东西，即我们需要一个框架来思考危机时期的组织变革和适应。具体来说，作者讨论了早期的框架需要如何扩展，以包括:组织发展、分布式领导和成长心态。文章最后提出了一系列挑衅，这些挑衅来自于与组织领导人的社区对话，因为他们在2020年3月和4月的艰难月份创新了他们的做法。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Arts Education Policy Review Arts and Humanities-Visual Arts and Performing Arts

CiteScore

2.90

自引率

0.00%

发文量

期刊介绍： Arts Education Policy Review ( AEPR) presents discussion of major policy issues in arts education in the United States and throughout the world. Addressing education in music, visual arts, theatre, and dance, the journal presents a variety of views and emphasizes critical analysis. Its goal is to produce the most comprehensive and rigorous exchange of ideas available on arts education policy. Policy examinations from multiple viewpoints are a valuable resource not only for arts educators, but also for administrators, policy analysts, advocacy groups, parents, and audiences—all those involved in the arts and concerned about their role in education. AEPR focuses on analyses and recommendations focused on policy. The goal of any article should not be description or celebration (although reports of successful programs could be part of an article). Any article focused on a program (or programs) should address why something works or does not work, how it works, how it could work better, and most important, what various policy stakeholders (from teachers to legislators) can do about it. AEPR does not promote individuals, institutions, methods, or products. It does not aim to repeat commonplace ideas. Editors want articles that show originality, probe deeply, and take discussion beyond common wisdom and familiar rhetoric. Articles that merely restate the importance of arts education, call attention to the existence of issues long since addressed, or repeat standard solutions will not be accepted.