Aimee Fullman
Aimee Fullman is on sabbatical in 2023-early 2024 and most recently served as Director National Resource Center for Creative Forces®: National Endowment for the Arts’ Military Healing Arts Network from 2019-2022. Aimee’s career in cultural policy and arts management has focused around international cultural engagement and cultural diversity driven by a passion for the value of arts and culture in societies. Over the past twenty years, she has worked as a researcher, policy adviser, and arts administrator for institutions including Americans for the Arts, American Voices, British Council, Canadian Heritage, Institute of International Education, Foundation Center, National Endowment for the Arts, and UNESCO. Aimee grew up dancing, singing and playing musical instruments and holds a BA in International Affairs, Minor in Dance (George Washington University) and a MA in Interdisciplinary Studies with a concentration on Nonprofit Management and Public Policy (George Mason University) and a Certificate in Higher Education (University of Westminster). She is deeply committed to bridging theory, research, teaching and practice and has taught online and in-person at the undergraduate and graduate level for the following universities: American University (2010, 2022-Arts Management), Colorado State University (2016-Arts Leadership and Cultural Management), George Mason University (Assistant Professor 2017-2021 and Director/ Chair Arts Management), University of Connecticut (2023-Arts Leadership and Cultural Management), University of Westminster (Principal Lecturer Cultural Relations 2014-2017 and research methods lecturer in Creative Industries and Media), University of Vienna (Cultural Diversity, Cultural Diplomacy and Cultural Relations).
Address: Arlington, Virginia, United States
Address: Arlington, Virginia, United States
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Papers by Aimee Fullman
where we want to go and the sort of world we want to live in. They argue that cultural relations, and cultural relations organisations,can play a vital role in shaping this new framing of climate change. Figueira and
Fullman discuss emerging ecosystems of care, bolstered since the start of the COVID-19 pandemic, and how a caring paradigm can be
linked to cultural relations, with its focus on expanding shared knowledge, understanding and trust. Further, their essay argues that cultural engagement serves as a useful point of participation in climate action, focusing on the greening of cultural relations organisations, diversifying cultural engagement interventions, elevating programme evaluations and learning by design. They argue that cultural relations is an underutilised resource in addressing the climate emergency, and cultural relations
organisations have an important part to play. Charlotte Nussey considers the ways in which educational engagement with cultural relations offers lessons for the climate emergency, including new ideas and ways of
talking and listening. Like other essays in the collection, Nussey argues that the climate emergency cannot be addressed by technical
responses and innovations alone, but requires a socio-cultural response, inclusive of culture and education. The essay suggests three
important connections and shifts in knowledge that are needed in (higher)
education relating to the climate emergency. These are:
1. the need to break down hierarchies of knowledge and ways of knowing
2. the need to create deeper, transformative and non-extractive relationships between higher education institutions globally
3. new links between higher education institutions and the societies they are part of, ensuring that the former learn from the latter.
where we want to go and the sort of world we want to live in. They argue that cultural relations, and cultural relations organisations,can play a vital role in shaping this new framing of climate change. Figueira and
Fullman discuss emerging ecosystems of care, bolstered since the start of the COVID-19 pandemic, and how a caring paradigm can be
linked to cultural relations, with its focus on expanding shared knowledge, understanding and trust. Further, their essay argues that cultural engagement serves as a useful point of participation in climate action, focusing on the greening of cultural relations organisations, diversifying cultural engagement interventions, elevating programme evaluations and learning by design. They argue that cultural relations is an underutilised resource in addressing the climate emergency, and cultural relations
organisations have an important part to play. Charlotte Nussey considers the ways in which educational engagement with cultural relations offers lessons for the climate emergency, including new ideas and ways of
talking and listening. Like other essays in the collection, Nussey argues that the climate emergency cannot be addressed by technical
responses and innovations alone, but requires a socio-cultural response, inclusive of culture and education. The essay suggests three
important connections and shifts in knowledge that are needed in (higher)
education relating to the climate emergency. These are:
1. the need to break down hierarchies of knowledge and ways of knowing
2. the need to create deeper, transformative and non-extractive relationships between higher education institutions globally
3. new links between higher education institutions and the societies they are part of, ensuring that the former learn from the latter.