The New Face of Arts Leadership in the West - westaf - The Western ...
The New Face of Arts Leadership in the West - westaf - The Western ...
The New Face of Arts Leadership in the West - westaf - The Western ...
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will take that money and <strong>the</strong>y will do someth<strong>in</strong>g<br />
terrific with it.” For a funder to give 20-someth<strong>in</strong>g<br />
year olds fund<strong>in</strong>g when <strong>the</strong>re are people out<br />
<strong>the</strong>re much more established who aren’t gett<strong>in</strong>g<br />
that k<strong>in</strong>d <strong>of</strong> money would be a remarkable<br />
occasion. This would demonstrate to <strong>the</strong><br />
fund<strong>in</strong>g community that <strong>the</strong>y should have confidence<br />
<strong>in</strong> young people. But this doesn’t occur<br />
very <strong>of</strong>ten. Usually, 20 year olds get <strong>the</strong> little t<strong>in</strong>y<br />
grants, and I have always wondered about a<br />
grant program for teenagers. I know Oakland<br />
tried it, but I don’t know if it is still happen<strong>in</strong>g.<br />
Amanda Ault: I would like to talk a bit about<br />
<strong>the</strong> <strong>in</strong>tersection between cultural diversity<br />
and leadership succession. I am go<strong>in</strong>g to use<br />
some ideas that were <strong>in</strong> Sunya Ganbold’s<br />
presentation to illustrate one challenge <strong>of</strong><br />
<strong>the</strong> <strong>in</strong>tersection <strong>of</strong> those two th<strong>in</strong>gs. It is illustrated<br />
by her story about how her coworkers<br />
misunderstood her participation with<strong>in</strong> <strong>the</strong>ir<br />
staff meet<strong>in</strong>gs. <strong>The</strong>y were look<strong>in</strong>g to her to<br />
be a leader. <strong>The</strong>y felt like she had potential,<br />
and <strong>the</strong>y <strong>in</strong>vited her to <strong>the</strong> table. But <strong>the</strong>n<br />
her actions didn’t meet <strong>the</strong>ir expectations <strong>of</strong><br />
leadership. Meanwhile, Sunya was participat<strong>in</strong>g<br />
us<strong>in</strong>g <strong>the</strong> methods she understood, through<br />
her cultural experience, to be very respectful<br />
and appropriate. Sunya’s story highlights <strong>the</strong><br />
challenge <strong>of</strong> diversity <strong>in</strong> leadership development.<br />
<strong>The</strong> narrow expectations and <strong>the</strong> cultural<br />
competencies <strong>of</strong> <strong>the</strong> established leaders may<br />
lead <strong>the</strong>m to mis<strong>in</strong>terpret leadership capacity.<br />
At <strong>the</strong> beg<strong>in</strong>n<strong>in</strong>g <strong>of</strong> this symposium, I posed <strong>the</strong><br />
question: “What is <strong>the</strong> forum?” “What is <strong>the</strong><br />
forum for pass<strong>in</strong>g on <strong>the</strong> tools?” Let’s establish<br />
some concrete forums or processes that will help<br />
us actually pass <strong>the</strong> torch—this event be<strong>in</strong>g an<br />
amaz<strong>in</strong>g example <strong>of</strong> how we can do that.<br />
We are a hybrid <strong>of</strong> identities; we are a blend <strong>of</strong><br />
th<strong>in</strong>gs that can be seen as a whole. What has<br />
really struck me is that some <strong>of</strong> <strong>the</strong> participants<br />
here are represent<strong>in</strong>g <strong>the</strong>mselves as a part<br />
<strong>of</strong> <strong>the</strong>ir family l<strong>in</strong>eage. In <strong>the</strong>ir pr<strong>of</strong>essional<br />
practice, <strong>the</strong>y reference <strong>the</strong>ir family heritage,<br />
and <strong>the</strong>y reference that blend <strong>in</strong> a way that<br />
isn’t negative. Referenc<strong>in</strong>g that l<strong>in</strong>eage—those<br />
ties—becomes a form <strong>of</strong> technology. I refer<br />
back to Brenda Allen talk<strong>in</strong>g about <strong>the</strong> parts <strong>of</strong><br />
us that are “technology.” I th<strong>in</strong>k that our histories<br />
and our multiplicity <strong>of</strong> histories are assets––technology.<br />
History is technology, legacy is technology,<br />
hybridity is a new technology. Toge<strong>the</strong>r,<br />
we create questions and lessons that, as James<br />
Early has emphasized <strong>in</strong> his remarks, are part <strong>of</strong><br />
<strong>the</strong> bigger conversation, <strong>the</strong> bigger picture.<br />
Samuel Aguiar Iñiguez: Charles, basically I<br />
like your idea. It is really, really strong. To me, a<br />
leadership organization is a place where <strong>the</strong>y<br />
teach people skills. Your Ethos Music Center<br />
is one such place. My premise is that we try<br />
to <strong>in</strong>corporate as many people as we can.<br />
You talked about possible problems, and I<br />
have a couple <strong>of</strong> issues with <strong>the</strong> volunteer th<strong>in</strong>g<br />
and I see some f<strong>in</strong>ancial obstacles. I say this<br />
because I myself have experienced it. You say<br />
that you accept Americorps and Vista people.<br />
You say you need six months <strong>of</strong> volunteer<br />
service—maybe it’s less—but it is still volunteer<br />
time. <strong>The</strong> way I look at that—and I have tried<br />
to do this myself—is sometimes we come from a<br />
f<strong>in</strong>ancial background that is not very stable. Our<br />
parents can’t pay our bills, and you are limit<strong>in</strong>g<br />
someone who has a lot <strong>of</strong> skills and wants to<br />
be a part <strong>of</strong> <strong>the</strong> organization but who can’t be<br />
a part <strong>of</strong> it because he or she needs to survive<br />
and doesn’t have time to volunteer. Part <strong>of</strong> <strong>the</strong>ir<br />
<strong>in</strong>come is probably go<strong>in</strong>g back to <strong>the</strong>ir family.<br />
I am one <strong>of</strong> those children who had a chance<br />
to be a part <strong>of</strong> an organization <strong>in</strong> <strong>the</strong> past, but<br />
I couldn’t do it because <strong>the</strong>re was an obstacle.<br />
For example, let’s say we, as pr<strong>of</strong>essionally<br />
employed adults, have a health-club membership<br />
that costs approximately $100 per month.<br />
For college students, that is a lot <strong>of</strong> money. In<br />
your six-month volunteer scenario, how many<br />
hours <strong>of</strong> total potential <strong>in</strong>come is that volunteer<br />
los<strong>in</strong>g? That volunteer may actually be pay<strong>in</strong>g<br />
$3,000 for admittance <strong>in</strong>to your organization, yet<br />
that part <strong>of</strong> it is not presented. My concern is<br />
that <strong>the</strong>re is an obstacle here <strong>in</strong> that you are not<br />
gett<strong>in</strong>g as many prom<strong>in</strong>ent artists and <strong>in</strong>dividuals<br />
who could help you out because <strong>the</strong>re are<br />
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